Stress Management of Public Secondary Teachers in Selected High Schools of Aborlan

STRESS MANAGEMENT OF PUBLIC SECONDARY TEACHERS IN SELECTED HIGH SCHOOLS OF ABORLAN

ELIZA S. ANIETE–PANIS

A THESIS SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL, WESTERN PHILIPPINES UNIVERSITY, ABORLAN, PALAWAN IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF

MASTER IN EDUCATIONAL MANAGEMENT

APRIL 2009

The thesis attached hereto, entitled “STRESS MANAGEMENT OF PUBLIC

SECONDARY TEACHERS TEACHERS IN SELECTED HIGH SCHOOLS OF ABORLAN”,   prepared and submitted by ELIZA S. ANIETE–PANIS, in partial fulfillment of the requirements for the degree of Master in Educational Management is hereby accepted.

EULENIA C. PIZAÑA

NOEL L. GAURAN

Member, Advisory Committee

Member, Advisory Committee

Date Signed

Date Signed

JULIE HOPE TIMOTEA P. EVINA Chair, Advisory Committee

Date Signed

Accepted as partial fulfillment of the requirements for the degree of  Master in

Educational Management.

JULIE HOPE TIMOTEA P. EVINA

NOEL L. GAURAN

Chair, Department of Educational Management

Dean, Graduate School

Date Signed

Date Signed ii

The thesis attached hereto, entitled “STRESS MANAGEMENT OF PUBLIC

SECONDARY TEACHERS TEACHERS IN SELECTED HIGH SCHOOLS OF ABORLAN”,   prepared and submitted by ELIZA S. ANIETE–PANIS, in partial fulfillment of the requirements for the degree of Master in Educational Management is hereby accepted.

EULENIA C. PIZAÑA

NOEL L. GAURAN

Member, Advisory Committee

Member, Advisory Committee

Date Signed

Date Signed

JULIE HOPE TIMOTEA P. EVINA Chair, Advisory Committee

Date Signed

Accepted as partial fulfillment of the requirements for the degree of  Master in

Educational Management.

JULIE HOPE TIMOTEA P. EVINA

NOEL L. GAURAN

Chair, Department of Educational Management

Dean, Graduate School

Date Signed

Date Signed ii

BIOGRAPHICAL SKETCH The author was born in Lapu-lapu Street, Poblacion, Narra, Palawan on December  19, 1981. She is third among the six children of her loving parents, Mr. Leonides T. Aniete and Mrs. Tessie Sotabinto Aniete. She was baptized Eliza S. Aniete at St. Joseph Parish Church, Poblacion, Narra, Palawan. She finished her elementary education at Antipuluan Elementary School at Brgy. Antipuluan, Narra, Palawan in 1995. She obtained her secondary education at State Polytechnic College of Palawan Vocational Agriculture Curriculum in 1999. She took her  college education at the State Polytechnic College of Palawan, Aborlan, Palawan, with the Degree of Bachelor of Secondary Education (BSEd) major in Science. In 2003, she enrolled in Western Philippines University to take up Master in Educational Management and earn the said degree in 2009. At present, she is teaching at Inagawan National High School, Inagawan Puerto Princesa City, handling Biology and Values subj ects. She is happily married to Engr. Romel B. Panis She believes that life will be just meaningful if you accept failures, face challenges, welcome changes and strive for progress.

ELIZA S. ANIETE–PANIS

iii

ACKNOWLEDGMENT With all sincerity, the author wishes to convey and express her gratitude to a number of people who gave their immeasurable help and a nd effort in the pursuit of this study. Dr. Julie Hope P. Evina, Chair of the advisory Committee and English critic for    patiently checking her work, for sharing her ideas and sharing her valuable time to the author; Dr. Eulenia C. Pizaña, her advisory committee member, for sharing her knowledge and suggestions for the completion of this study; Dr. Noel L. Gauran, her advisory committee member and Statistician, for his valuable assistance in the data analysis; Mary Jane Dancil Gamoso for sharing her ideas and knowledge to the author; To Analou and Tita Jean, for allowing her to use their internet connection for free; Her co-teachers, Sir Rex, Sir Monserate, Ma’am Rena, Ma’am Che, Ma’am Fe and Ma’am Regie for the laughter and joy they shared with the writer; Her friends, Analou, Joy, Lhing, Elsie, Grace, Kuya Mads, Willyn, Kuya Albert, Ate Eden, Ma’am Neth, Lhot, Kuya Barbs, Thelma, Cai , Jenny and Kuya Joel for sharing their happy moments, and for their thou ghtfulness which served as her inspiration; Her brothers, Kuya Jo, Kuya Bebe, Toto, her sisters Che-Che, Lyn-Lyn and “pamangkin” Kevin, Josh and Nash for their concern, and the joy of life, which they shared to the author; Her boardmates, Ate Eden, Ate Flor, Zinky, Bebe, Ann-Ann, Lorna, Ched, Wilma for the companionship and laughter they shared with the author; To Ma’am Beth Mallari, Ma’am Mariz Gensole, Sir Roy Gensole, Ma’am Hilario, iv

Ma’am Lea Orlido, Ma’am Annabel Yap, Ma’am Arlene Manalo and ate Eden Demafelis for helping her in the retrieval of the accomplished survey questionnaire from their coteachers. To her parents, Mr. Leonides Aniete and Mrs.Tessie Aniete, for their prayers, sacrifices, and encouragement; Her beloved husband, Engr. Romel B. Panis, for the love, prayers, encouragement,  joy of life, moral support, understanding, and for patiently encoding this manuscript; Above all, to the Almighty God for the guidance, love, wisdom, and enlightenment that He had bestowed to the author.

E.A.P.

v

ABSTRACT PANIS, ELIZA S. ANIETE. Graduate School, Western Philippines University, Aborlan, Palawan. April 2009. “STRESS MANAGEMENT OF PUBLIC SECONDARY TEACHERS IN SELECTED HIGH SCHOOLS OF ABORLAN”. Adviser: Julie Hope Timotea P. Evina, PhD This study was conducted from December, 2008 to January, 2009 to determine the stress management of the secondary teachers in selected secondary schools of Aborlan. The descriptive research design specifically survey method was used in this study. Data were gathered through survey questionnaires. A total of 66 permanent, substitute and contractual teachers were randomly selected as the respondents of the study. Result showed that most of the respondents were married females in their middle age. They had been in the service for a mean of 10.3 years and more than one-half of them were Secondary School Teacher I with mean teaching load of  23.3 hours per week. The perceived sources of stress such as work, family, personal, and environmental were considered slightly part of the respondents’ lives. The level of perceived stress of the respondents was noted to be “moderate”. The activities engaged in very often to manage stress by majority of the respondents were praying and talking with family members. Work, personal, and environmental sources of stress have significant relationship to the level of perceived stress of the respondents. Age, gender, civil status, number of years in teaching, academic rank, teaching load, number of students, and attitude of the respondents towards teaching did not have significant relationship with the level of   perceived stress. vi

Civil status was found to be significantly related to family related sources of stress. On the other hand, number of years in teaching and academic rank were found to be significantly related to environment related sources of stress. Other demographic characteristics, job related factors, and attitude towards teaching had no significant relationship to the sources of stress of the respon dents.

vii

TABLE OF CONTENTS TITLE PAGE APPROVAL SHEET BIOGRAPHICAL SKETCH ACKNOWLEDGMENT ABSTRACT TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURE LIST OF APPENDICES CHAPTER I.

1 2 3 3 4 4 5

REVIEW OF RELATED LITERATURE Literature On Stress and Stress Level On Sources of Stress On Coping with Stress On Demographic Characteristics Conceptual Framework Conceptual Paradigm

III.

PAGE

INTRODUCTION Background of the Study Significance of the Study Statement of the Problem Objectives of the Study Scope and Delimitation of the Study Hypotheses of the Study Operational Definition of Terms

II.

i ii iii iv vi viii x xi xii

6 6 9 11 14 15 16

METHODOLOGY Locale of the Study The Research Design Sampling Procedure Respondents of the Study Instrumentation Data Collection Procedure Treatment of Data

17 17 17 18 18 19 19

CHAPTER IV.

PAGE

RESULTS AND DISCUSSION Demographic Characteristics of the Respondents Job-related Characteristics of the Respondents Attitude of the Respondents toward Teaching Work-related Sources of Stress as Perceived by the Respondents Family-related Sources of Stress as Perceived by the Respondents Personal-related Sources of Stress as Perceived by the Respondents Environment-related Sources of Stress as Perceived by the Respondents Level of Perceived Stress of the Respondents Relationship between Sources of Stress and Level of Perceived Stress Relationship of Demographic Characteristics, Job-related Factors and Attitude towards Teaching to the Level of Perceived Stress of the Respondents Relationship between Demographic Characteristics, Job-related Factors and Attitude Towards Teaching to the Sources of Stress of the Respondents Activities Engaged in by the Respondents to Manage Stress

V.

22 23 25 29 34 36 38 40 42

43

44 47

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary Conclusions Recommendations

52 54 54

BIBLIOGRAPHY

55

APPENDICES Survey Questionnaire Letter of Request to the Assistant Schools Division Superindent Letter of Request to the Respondents

ix

59 70 71

LIST OF TABLES TABLE 1

PAGE Distribution of the respondents as to their demographic characteristics

23

Distribution of the respondents as to their job-related characteristics

24

3

Attitude of respondents toward teaching

27

4

Work-related sources of stress as perceived by the respondents

31

5

Family-related sources of stress as perceived by the respondents

35

Personal-related sources of stress as perceived by the respondents

37

Environment-related sources of stress as perceived by the respondents

39

8

Level of perceived stress of the respondents

41

9

Relationship between sources of stress and level of    perceived stress

10

Relationship of demographic characteristics, job-related factors and attitude towards teaching to the level of perceived stress of the respondents

44

Relationship between demographic characteristics,  job-related factors and attitude towards teaching to the sources of stress of the respondents

46

Activities engaged in by the respondents to manage stress

48

2

6

7

11

12

x

LIST OF FIGURE FIGURE 1

PAGE Conceptual Paradigm

16

xi

LIST OF APPENDICES APPENDIX

PAGE

A

Survey Questionnaire

59

B

Letter of Request to the Division Superintendent, Division of Palawan

70

C

Letter of Request to the Respondent

71

xii

CHAPTER I INTRODUCTION Background of the Study Stress will always be a part of human life. Whether individually or corporate, at work or at play, one is pressured to make decisions, take actions or even change one’s  behavior. It makes one’s life meaningful depending on the way it is being handled. Scott (2007) defined stress as any type of change that causes physical, emotional or    psychological strain. However, she said that not all types of stress are harmful or even negative. There are a few different types of stress that a person encounters: eustress, a type of stress that is fun and exciting, and keeps one vital (e.g. racing to meet a deadline), acute stress, a very short-term type of stress that can either be positive (eustress) or more distressing (or what is normally thought of as ‘stress’); this is the type of stress one most often encounters in day-to-day life; episodic acute stress, where acute stress seems to run rampant and be a way of life, creating a life of relative chaos; chronic stress, the type of  stress that seems never-ending and inescapable, like the stress of a bad marriage or an extremely taxing job which can lead to burnout. Stress is inevitable and no one can escape it. With its tolerable existence, persons learn how to be strong, responsible, and flexible. Presence of stress in one’s life and learning how to deal with it develop a person into a mature individual. Without stress, one’s life would be dull. However, stress should be in moderate amount because excessive  presence of it will create havoc to person’s life. Teaching is a stressful career. As teachers, they are responsible for much more than their students’ learning. They are also responsible for students’ emotional health an d

2  physical well-being. Teachers must make sure that students can get along with their fellow human beings in the present, and teachers are expected to prepare them for their future lives. Simultaneously, teachers must cope with the often competing demands of parents, supervisors, colleagues, and students. At some point in their days, usually after school hours and weekends, they are obligated to plan lessons and activities, purchase materials and supplies, and often write curriculum (Fenton, 2008). Kowalski said that, teaching is often exciting and challenging, and consequently stressful. While every job has its stressors, stress in teachers often goes undiagnosed and untreated due to several factors, including assumptions that teachers are self-sufficient; an academic culture that discourages open, honest dialogue or interprets complaints of stress as a sign of inadequacy; and the misconception, held by many outside the profession, of  teaching (particularly at the university level) as a “cushy” job. Stress is a popular topic and everybody faces stress in his life since it is a normal  part of life and inevitable but not necessarily a completely bad part. Learning the ability to handle it would be the challenging part of a person’s life. This study was conducted to determine the stress level and sources of stress of  teachers in public secondary schools in Aborlan.

Significance of the Study This study determined the stress management of the public secondary teachers in selected schools of Aborlan. The researcher hopes that the result of the study will benefit the school administrators and the secondary teachers in terms of managing stress. To the school administrators, the result of this study will serve as basis for 

3 designing a program of activities to help the secondary teachers to handle stress or prevent stress in their respective work. To the public secondary teachers, this study will give them insights on the causes of  stress and would enable them to manage or cope with their stress.

Statement of the Problem This study determined the stress management of the public secondary teachers in selected secondary schools of Aborlan. Specifically, it sought to answer the following que stions: 1. What are the sources of stress as perceived by the public secondary teachers? 2. What is the level of perceived stress of the public secondary teachers? 3. Is there relationship between the sources of stress and the level of perceived stress among the public secondary teachers? 4. Is there relationship between level of stress, sources of stress and certain demographic characteristics, job related factors and attitude towards of the respondents? 5. What activities do public secondary teachers engage in to reduce stress?

Objectives of the Study The general objective of this study was to determine the stress management of the  public secondary school teachers in selected secondary schools of Aborlan. Specifically, it aimed to: 1. determine the sources of stress as perceived by the secondary teachers;

4 2. find out the level of perceived stress of the secondary teachers; 3. identify if there is relationship between the sources of stress and the level of   perceived stress among the secondary teachers; 4. find out if there is relationship between level of stress, sources of stress and certain demographic characteristics, job related factors, and attitude towards teaching of the respondents; and 5. determine the activities that the secondary school teachers engage in to reduce stress.

Scope and Delimitation of the Study This study focused on the level of perceived stress, sources of stress and activities for reducing stress of the public secondary teachers in selected high schools in Aborlan. There were 66 teachers randomly selected from the different secondary schools of Aborlan except teachers from Isla Sombrero National High School, Culandanum National High School, and Apurawan National High School. Analysis of individual level of perceived stress, sources of stress and activities for  reducing stress was limited to the responses measured by the modified Perceived Stress Scale (PSS), Inventory of Recent Life Experiences (IRLE) and Relax ation Inventory (RI).

Hypotheses of the Study In line with the problem of this study, the following null hypotheses were tested: 1. There is no significant relationship between the sources of stress and the level of perceived stress among the public secondary teachers. 2. There is no significant relationship between level of stress, sources of stress

5 and certain demographic characteristics, job related factors and attitude towards teaching of the respondents.

Operational Definition of Terms For clearer understanding of the study, the following terms were operationally defined:

Demographic Characteristics – refers to the characteristics of the respondents like age, gender and civil status.

Public Secondary Teachers – refers to the Dep-ED personnel in selected secondary schools in Aborlan who are formally engaged in actual teaching service.

Inventory of Recent Life Experiences – refers to the list of experiences which the respondents may consider as sources of stress

Job-related Factors – refers to the number of years of teaching experience, highest educational attainment and academic rank of the respondents.

Stress Level – refers to the amount of stress of the respondents. This is categorized as high stress, moderate stress and low stress.

Perceived Stress Scale – refers to the different questions that will determine the level of  stress of the respondents.

Relaxation Inventory – refers to the list of activities that the respondents may use to relax, unwind, or cope with stress while working.

Stress – general term applied to the pressure people feel in life. Stress Management – refers to the methods on ho w to eliminate or reduce stress.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents various readings of literature and studies. The researcher   believes that these readings have bearing to the present study.

On Stress and Stress Level Stress is subjective. Different people react differently to stressful experiences. Although the events that cause stress are subjective, what happens inside one’s body when he is under stress follows a fixed pattern which can be objectively measured. Some symptoms that may indicate stress are headaches, muscle spasms, teeth grinding, aching   jaw, indigestion, nausea, ulcers, diarrhea, constipation, shortness of breath, heart   palpitations, cold hands and feet and various skin problems including acne, eczema, and   psoriasis. The common effect of stress on behavior may be easily discernible. Some common features include pacing and fidgeting, talking too fast and rushing everywhere, hyperventilation, nervous tics such are wringing hands, inability to relax, crying, constant fatigue, increased fatigue, substance abuse, indecisiveness, insomnia and sleeping  problems, increased eating and weight gain, loss of effectiveness at work, over spending, increased smoking and drinking (Kumar, 2008). A person’s attitude can influence whether or not a situation or emotion is stressful. A person with a negative attitude will often report more stress than would someone with a  positive attitude (Medical Encyclopedia, 2008). According to Croasman as cited by Gamozo (2008) age is not a predictor of workrelated stress of workers.

7 Moreover, emotional stress usually occurs when people consider situations difficult or unable to manage. Different people consider different situations as stressful. On the other hand, physical stress refers to a physical reaction of the body to various triggers. Physical stress often leads to emotional stress, and emotional stress often occurs as  physical discomfort (e.g., stomach cramps) (Ballas, 2008). Unfortunately, many people find that, when they’re under stress, their sex drive suffers. In fact, a recent study showed that more than half the partners of people working over 48 hours a week reported that it was damaging their sex life. Fortunately, the same factors that can decrease the level of stress one feels can rev up his libido at the same time (Scott, 2008). On the other hand, stress can be both healthy and unhealthy. This is where stress  plays its part; either helping or hindering, depending on how one responds to it (Gamozo, 2008). Meanwhile, some employers assume that stressful working conditions are a necessary evil that companies must turn up the pressure on workers and set aside health concerns to remain productive and profitable in today’s economy. But research findings challenge this belief. Studies show that stressful working conditions are actually associated with increased absenteeism, tardiness, and intentions by workers to quit their jobs all of  which have a negative effect on the bottom line. Recent studies of so-called healthy organizations suggest that policies benefiting worker’s health also benefit the bottom line (NIOSH, 2007). Dubrin (2007) states that an optimum level of stress exceeds for most people at most tasks. In general, performance tends to be best under moderate amount stress. If the

8 stress is so great, progress tend to become temporarily effective; under too little stress,  people may become lethargic and ineffective. According to Daft (2003) when the level of stress is low relative to person’s coping resources, stress can be a positive force, stimulating desirable change and achievement. He also said that almost all jobs have some level of stress associated with task demands. Meditation is wonderful in that it’s free, is always available, and is amazingly effective in short-term stress reduction and long-term health. Benefits can be felt in just one session (http://stress.about.com/od/tensiontamers/p/profilemeditati.htm, 2007).   Newstrom (2007) stated that stress becomes too great it turns into a destructive force. Performance begins to decline at some point because excess stress interferes with   performance. An employee loses the ability to cope; she or he becomes unable to make decisions and exhibits erratic behavior. If stress increases to a breaking point, performance  becomes zero; the employee has a breakdown, becomes too ill to work, is fired, quits, or  refuses to come to work to face the stress. Teachers are managers in the classroom. Along this line, Caplan as cited by Goh (2003), established that managerial work is basically stressful the simple reason that its nature requires the managers to work for and with people in order to accomplish and reach organizational goals sometimes resulting in quantitative and qua litative work overload. Feldman (1989) explained the benefits of stressful environment that, people are motivated to understand better what is happening to them and this search for knowledge leads to greater awareness – not only of the world, but of themselves. Myers (1989) posited that the level of stress one experiences largely depends on how he appraises the big and little traumas of his life.

9 Kowalski concludes that excessive teacher stress, left undiagnosed and untreated, can have long-term negative consequences not only for individual teachers, but ultimately for the entire institution. A caring work environment, however, is highly effective in reducing teacher stress and making it easier to treat. Stoppler stated that both men and women are sensitive to psychological stress and its effects. Since people vary widely in their perception of stress, it is not possible to generalize and state that men or women are more sensitive to stress.

On Sources of Stress Stress may be caused by work pressures, travel, home environment, mental trauma, anxiety, depression, poor food habits, family problems, marriage related issues, the  physical environment and in many cases by factors out of one’s physical control (Kumar, 2008). Gamozo (2008) found out that family related sources of stress are significantly related to the level of perceived stress. Her study had shown that family related affairs are associated with the level of perceived stress while work, personal and environmental factors are not associated with the level of perceived stress. Sleep deprivation is one of the leading causes of stress. And stress is one of the leading causes of insomnia. It is important to maintain a regular sleep routine, avoiding large meals just before sleeping and getting regular exercise. It is also important to avoid exercise just before sleep time and extremely important to buy a comfortable bed and pillows. Ensure you have the right blankets and comfortable room temperature which makes you fall asleep naturally (http://www.janicehealth.com/stress.htm, 2008). Classic high-risk stressors include the following: too much work with little balance,

10 no help or supportive resources, too little social support, no time for hobbies, too little sleep, if one doesn’t get adequate sleep, he is less able to handle stress, and also less  productive and suffer other consequences, and too little time off (Scott, 2008). According to Feldren (2005), personal stressors include major life events such as the death of a parent or spouse, the loss of one’s job, a major personal failure, or even something positive such as getting married. However, background stressors, or more informally, daily hassles, are the third major category of stressors exemplified by standing in a long line at a bank and getting stuck in a traffic jam. Daily hassles are the minor  irritations of life that everybody faces time and time again. According to Brown (2003) teaching is not only hard work; it can be full of stress. Pressure due to school reform efforts, inadequate administrative support, poor working conditions, lack of participation in school decision making, the burden of paperwork, and lack of resources have all been identified as factors that can cause teacher stress. Meanwhile, Brown, et al. as cited by Kowalski mentioned that teacher stress can be caused by a number of factors, both external and internal. External causes may include institutional conditions such as large, mixed-ability classes, lack of student discipline and motivation, lack of resources, overwork or uneven distribution of workloads, poor  communication, unclear expectations, and inadequate rewards and recognition. Matirez et al. (2000) delineated further that anything and everything could be a source of stress. The individual is its biggest factor. While one person can’t live with stress, another can live by it and use it to deal with the environment. Differences in vulnerability to stress are due to perceptions, experiences, orientation and goals. Atkinson et al. (1996) stated that the source of stress can be within the individual in

11 the form of conflicting motives or desires. DeLongis et al. as cited by Morgan (1986) said that not only changes, but many ongoing situations are stressors. The hassles of everyday life centering around work, family, social activities, health, and finances are important stressors which have been found to be related to bodily illness.

On Coping With Stress According to Kumar (2008) the philosophy of positivism can fight stress. By changing the way one thinks, one can turn a negative experience into a positive one. This new look at life can help fight stress and reduce its occurrence. An individual stress management program can include making an effort to stop negative thoughts, planning some fun, focusing the negative into the positive, taking a  

break,

and

thinking

(http://www.nlm.nih.gov/medlineplus/ency/article/001942.htm, 2008). Research has shown health benefits of laughter ranging from strengthening the immune system to reducing food cravings to increasing one’s threshold for pain. There’s even an emerging therapeutic field known as humor therapy to help people heal more quickly, among other things. Humor also has several important stress relieving benefits (Kumar, 2008). According to one school of thought, differences in individual characteristics such as personality and coping style are most important in predicting whether certain job conditions will result in stress. In other words, what is stressful for one person may not be a problem for someone else (www.cdc.gov/niosh/pdfs/stress.pdf, 2007). Exercise can decrease ‘stress hormones’ like cortisol, and increase endorphins, the

positiv

12   body’s ‘feel-good’ chemicals, giving one’s mood a natural boost, it usually involves a change of scenery as well, either taking a person to a gym, a dojo, a boxing ring, a park, a scenic mountain, a biking trail or a neighborhood sidewalk, all of which can be pleasant, low-stress places. This can help prevent the stress response from wreaking havoc on the   body, and can help keep creativity and optimism levels higher; bringing many other   benefits (Scott, 2007). Deep breathing is an easy stress reliever that has numerous benefits for the body, including oxygenating the blood, which ‘wakes up’ the brain, relaxing muscles and quieting the mind. Breathing exercises are especially helpful because you can do them anywhere,

and

they

work

quickly

so

you

can

de-stress

in

a

flash

(http://stress.about.com/od/generaltechniques/tp/toptensionacts.htm, 2007). The physical benefits of sex are numerous, and most of them work very well toward relieving stress. Sadly, many people have less sex when their stress levels are high. Music therapy had also shown numerous health benefits for people with conditions ranging from mild (like stress) to severe (like cancer). When dealing with stress, the right music can actually lower one’s blood pressure, relax the body and calm the mind (Scott, 2007). Lazarus and Folkman’s interpretation of stress focuses on the transaction between   people and their external environment (known as the Transactional Model). The model conceptualizes stress as a result of how a stressor is appraised and how a person appraises his/her resources to cope with the stressor. The model breaks the stressor-stress link by  proposing that if stressors are perceived as positive or challenging rather than a threat, and if the stressed person is confident that he/she possesses adequate rather than deficient coping strategies, stress may not necessarily follow the presence of a potential stressor.

13 The health realization/innate health model of stress is also founded on the idea that stress does not necessarily follow the presence of a potential stressor. Instead of focusing on the individual's appraisal of so-called stressors in relation to his or her own coping skills (as the transactional model does), the health realization model focuses on the nature of  thought, stating that it is ultimately a person’s thought processes that determine the response

to

potentially

stressful

external

circumstances

(http://en.wikipedia.org/wiki/Stress_management, 2006). Moreover, Moskowitz as cited by Feldren (2005), enumerated some general guidelines that can be followed in coping with stress. These guidelines are as follows: turn threat into challenge, make a threatening situation less threatening, change one’s goals, take physical action, and prepare for stress before it happens. Stress can be reduced by making lifestyle changes, keep a positive attitude, accept that stress is a part of life, clearly define home and work responsibilities, manage time, set realistic goals, learn to relax, eat an adequate and nutritious breakfast each day (ohioline.osu.edu/atts/PDF-English/Stress-Mgmt.pdf, 2005). Stress experts frequently emphasize that stress can be good as well as bad and advise their patients to make it work for them as source of energy. They suggest the following ways to manage stress: (1) Have a code of life and live positively. (2) Set   priorities to avoid unnecessary time pressures. (3) Allow time for pleasurable activities such as taking walks or talking with friends. (4) Exercise regularly as an outlet for stress. (5) Eat a sensible diet to maintain the energy needed to cope with stress. (6) Learn selfrelaxation techniques such as deep breathing, muscle relaxation, and meditation (Radcliffe, 1996).

14 Feldman (1989) states that relationships with others may provide an important means of coping with stress. In this, connection researchers have found that social support, the knowledge that all are part of a mutual network of caring, interested others, enables one’s to experience lower levels of stress and to be better able to cope with the stress they do undergo.

On Demographic Characteristic Research from the University of Arizona’s School of Family and Consumer  Resources found out that women reported a greater amount of “high distress” days and fewer distress-free days than men. Interestingly, the differences in levels of stressful days were due to women experiencing more onsets of “distress episodes” (having stress response trigger), rather than being more likely to continue in a distressed state from one day to the next. In other words, women didn’t hold onto their stress more; they just experienced more episodes of being stressed (Scott, 2008). On

the

other

(http://www.lifepositive.com/mind/psychology/stress/depressionaspect)

hand, as

cited

by

Gamozo (2008) stated that causes of female and male depression and anxiety might be quite different from each other. It is not known for sure if stress affects men and women differently. Generally, as the two genders often operate in different social contexts both tend to develop different emotional dispositions and personality traits accordingly, their  responses and coping mechanisms to stress situations vary. The study by Gamozo (2008), on the stress management of faculty members of  Western Philippines University found out that age, number of years in teaching, highest educational attainment, and teaching load had significant relationship with level of 

15   perceived stress which implies that the higher the rank and educational attainment, the longer the length of service and the older the faculty member, regardless of age, the lower  is the perceived stress. However, the more teaching load is assigned to the faculty member  the higher is the level of perceived stress. The findings of Goh (2003) showed that civil status influences the job related stress. Likewise, length of service influences the job related stress.

Conceptual Framework  This study had three variables, the independent, intervening, and dependent variables. The independent variables include the demographic characteristics, job-related factors, attitude towards teaching and other factors. The intervening variables include sources of stress and activities for managing stress. Meanwhile, the dependent variable includes the level of stress. This study tried to determine if there is relationship among the independent variables, intervening variables and dependent variables. Demographic characteristics of the respondents such as age, gender and civil status may influence the stress management of the publi c secondary teachers. Job-related factors which include number of years in teaching experience, academic rank and teaching load may affect the level of stress of the respondent. The level of stress of the public secondary teachers was categorized as high stress, moderate stress and low stress.

16

Conceptual Paradigm INDEPENDENT VARIABLE Demographic Characteristics Age Gender  Civil Status Job-related Factors  Number of years in teaching Academic Rank  Teaching Load

INTERVENING VARIABLE

Sources of  Stress Activities for  Managing Stress

DEPENDENT VARIABLE

Level of Stress Low stress Moderate stress High stress

Attitude towards teaching

Figure 1. Conceptual paradigm showing the relationship of the variables.

CHAPTER III METHODOLOGY This chapter presents the locale of the study, the research design, sampling   procedure, description of the respondents, instrumentation, collection of the data and treatment of data gathered.

Locale of the Study The study was conducted in selected secondary schools in Aborlan, namely: Aborlan National High School, Iraan-Sagpangan National High School, Isaub National High School, Jose Rizal – Apoc-Apoc National High School, Magbabadil National High School and Plaridel National High School. The study was conducted from December, 2008 to January, 2009.

The Research Design The research design used in this study was the descriptive research method, specifically survey method. According to Gay and Sian as cited by Santiago (2005), descriptive method is useful for investigating educational problems especially those concerning assessment of attitudes, opinions, preferences, practices, and procedures. This design is used to determine the perceived level of stress, attitude towards teaching, the sources of stress and the activities for reducing stress among the respondents.

Sampling Procedure The sample size was computed using Slovin’s Formula for determining sample size with margin of error of ℮ = 0.05. 0.05 .

18 The formula is given as: n

 N 

1  Ne

2

where: n = sample size  N = population size ℮ = desired margin of error  Only the public secondary teachers in selected secondary schools in Aborlan were considered in this study. A master list of public secondary teachers in selected schools in Aborlan district was taken from the Human Resources Management Office (HRMO), the master list served as the basis for choosing the respondents. Stratified random sampling was used in selecting the teachers who served as the respondents of the study. The selected schools served as the strata and the proportional allocation was employed.

Respondents of the Study The respondents of the study were the public secondary teachers in public high schools in Aborlan except those from Isla Sombrero National High School, Culandanum  National High School, and Apurawan National High School. They were chosen at random from a master list of teachers requested from the Human Resource Management Office (HRMO) of DepEd Aborlan. Teachers with permanent status, and contractual (Para teachers) appointments were included. Forty eight permanent and eighteen contractual/para teachers were the respondents of the study.

Instrumentation The instrument of Gamozo (2008) in her masteral thesis served as the guide for the

19 development of the survey questionnaire. The instrument was composed of four parts which include: Part I – Demographic Characteristics and Job-Related Factors of the Respondents; Part II – Teachers’ Attitude towards Teaching; Part III – the Perceived Stress Scale to Determine the Perceived Stress Level of the Respondents; Part IV – Perceived Sources of Stress; and Part V –the Activities that the Respondents Engage in to Reduce Stress.

Data Collection Procedure The researcher distributed the survey questionnaire to the public secondary school teachers after permission and approval from the Division Superintendent of the Division of  Palawan was sought. The respondents were given two weeks to answer the questionnaire. The questionnaires were collected after the questions were answered by the respondents.

Treatment of Data The data gathered were analyzed using frequency counts, percentages and means. There were ten (10) questions that determine the level of perceived stress of the respondents. Each question was rated using the scale below: 4 – Very Often 3 – Fairly Often 2 – Sometimes 1 – Almost Never  0 – Never 

20 To determine the respondents’ attitude towards teaching, the rating scale below was used: 1.00 – 1.49 = Very Negative 1.50 – 2.49 = Negative 2.50 – 3.49 = Positive 3.50 – 4.00 = Very Positive With regards to identification of sources of stress and activities to reduce stress, descriptive statistics were employed. The extent of relationship between a given pair of nominal variables was determined using the Cramer Correlation Coefficient, computed as:

C

2

xc n

where: xc = computed value of chi-square statistic from a 2×2 contingency table, n = number of observations. 2

The significance of C is determined based on the significance of x with 1 degree of  2

freedom at the 0.05 level of significance. If the computed value of x exceeds the tabular  value, the Cramer coefficient is declared significant (Siegel and Castellan, 1988). Furthermore, the Spearman Rank Order Correlation Coefficient was also employed to assess whether given pair of variables is independent or whether they vary in the same or opposite direction. The coefficient was used since the assumption of normality of the variables cannot be assured. The coefficient, denoted as r s is computed as, r s  1 -

6d



2

2



n n -1

where: d = x-y, the difference in ranked values of the two variables for a

21 given case, and n = number of cases (pairs of x and y). The significance of r s was determined by computing the associated t-value given as, t



r s

n-2 1 - r s

2

The correlation between the two variables is declared significant if tc is greater than or equal to the tabular value of t with n - 2 degrees of freedom and 0.05 level of  significance (Snedecor and Cochran, 1980).

CHAPTER IV RESULTS AND DISCUSSION This chapter discusses the demographic characteristics and job-related factors of  the respondents, respondents’ attitude toward teaching, the level of perceived stress, the   perceived sources of stress, and the activities engaged in by the respondents to manage stress. It also discusses the relationship between the sources of stress and level of perceived stress, the relationship between the demographic and job-related characteristics and level of perceived stress, and the relationship between demographic and job-related characteristics and perceived sources of stress.

Demographic Characteristics of the Respondents Table 1 shows the demographic characteristics of the respondents. Results revealed that 81.8 percent are females and 18.2 percent of the respondents are males. This result implies that the public secondary schools of Aborlan are dominated  by female teachers. It conforms with the findings of Gamozo (2008) that faculty members of WPU were dominated by female teachers. It implies that, nowadays most number in teaching professionals are females. Most of the respondents (43.9 %) were between 20 to 29 years old, 22.7 percent were within 30 to 39 age range and 21.2 percent of them were 40 to 49 years old. Some (10.6%) respondents belonged to the age bracket of 50 to 59 years old and only one (1.5%) was between 60 to 69 years old. Their mean age was 34.7 years old. This implies that most of the secondary teachers are in their productive years. It also implies that most of the teachers do not extend their services beyond age 60.

23 As to their civil status, majority (66.7%) were married, nineteen (28.8%) of them were single, and three (4.5%) were widows(er).

Table 1. Distribution of the respondents as to their demographic characteristics. Characteristics

Frequency (n = 66)

Percent

29 15 14 7 1

43.9 22.7 21.2 10.6 1.5

Gender  Male Female

12 54

18.2 81.8

Civil Status Single Married Widow(er)

19 44 3

28.8 66.7 4.5

Age 20 – 29 30 – 39 40 – 49 50 – 59 60 and above Mean = 34.7 years

Job-related Characteristics of the Respondents Table 2 shows the job related characteristics of the respondents. Data revealed that majority (57.6%) of the respondents had been in the government service for 1 to 10 years. More than one-fourth (27.3%) of them had been in the service for  11 to 20 years; 13.6 percent for 21 to 30 years; and only one (1.5%) of them had been in the service for 31 to 40 years. Their mean number of years in teaching was 10.3 years. It implies that the respondents have been teaching for quite a long time now. As to academic rank, majority (54.5%) of the respondents were Secondary School Teacher I; 27.3 percent with Contractual status, and some (10.6%) were Secondary School Teacher II. Only five (7.6%) were Secondary School Teacher III. This implies that the respondents hold lower academic rank.

24 The table also shows that 51.5 percent of the respondents had a teaching load of 21 to 30 hours per week. About one-third of them (30.3%) had a teaching load of 11 to 20 hours per week. Few had a teaching load of 1 to 10 hours per week (9.1%) and 31 to 40 hours per week (9.1%). Their mean teaching load per week was 23.3 hours. This implies that most of the respondents have complied with the regular prescribed number of hours in teaching which is 30 hours per week. As to the mean number of students per class, 39.4 percent had 41 to 50 students per  class, 34.8 percent had 31 to 40 students, 15.2 percent had 21 to 30 mean number of  students, and 9.1 percent had above 50 students per class. Only 1 (1.5%) had 11 to 20 students per class. This means that the respondents have complied with the prescribed number of students per class which is 40 to 50 students per class.

Table 2. Distribution of the respondents as to their job-related characteristics. Characteristics

Frequency (n = 66)

Percent

38 18 9 1

57.6 27.3 13.6 1.5

Highest Educational Attainment Diploma Course BS/AB BS/AB with MA/MS units MA/MS MA/MS with PhD units PhD

7 34 21 2 2 0

10.6 51.5 31.8 3.0 3.0 0

Academic Rank  Para Teacher  Secondary School Teacher – I Secondary School Teacher – II Secondary School Teacher – III

18 36 7 5

27.3 54.5 10.6 7.6

 Number of Years in Teaching 1 – 10 11 – 20 21 – 30 31 – 40 Mean = 10.3 years

25 Table 2. Continued. Characteristics Teaching Load (hours/week) 1 – 10 11 – 20 21 – 30 31 – 40 Mean = 23.3 hours per week   Number of Students 11 – 20 21 – 30 31 – 40 41 – 50 above 50 Mean = 41.1 students

Frequency (n = 66)

Percent

6 20 34 6

9.1 30.3 51.5 9.1

1 10 23 26 6

1.5 15.2 34.8 39.4 9.1

Attitude of Respondents towards Teaching Table 3 shows the attitude of respondents towards teaching. The respondents showed “very positive” attitude as evidenced by their rating in the statements: “I am not ashamed to be a teacher” (3.62) and “I am proud to be a teacher” (3.52). The respondents’ positive attitude was evident in the following aspects: “I love teaching as my vocation” (3.32); “I enjoy working with students” (3.30); “Teaching is the  best profession” (3.26); “I feel blessed in teaching” (3.23); “Teaching is not boring” (3.23); “I enjoy teaching” (3.21); “I am satisfied being a teacher” (3.15); “I always enjoy working with students” (3.14); “I never regret being a teacher” (3.11) and “I am satisfied being a teacher” (3.05). This shows that they really have positive attitude towards teaching. This further showed that respondents are fulfilled as teachers. However, respondents showed negative attitude to the following statements: “I find teaching not stressful” (2.47); “Teaching is not demanding and taxing job” (2.38); “Given the choice, I will not leave teaching for another job” (2.33) and “Teaching is an easy job”

26 (1.85). This implies that the respondents considered teaching a stressful, taxing, and demanding job. The overall mean score of 2.96 described as “positive” is evident that respondents were optimistic when it comes to teaching profession. It further implies that despite the demands of the teaching job, still the respondents enjoy their work as teachers. It is said that, a person’s attitude can influence whether or not a situation or  emotion is stressful. A person with a negative attitude would often report more stress than would

someone

with

a

positive

(http://www.nlm.nih.gov/medlineplus/ency/article/001942.htm, 2008).

attitude

27

  n   o    i    t   p    i   r   c   s   e    D

  e   v    i    t    i   s   o    P

  e   v    i    t    i   s   o    P

  e   v    i    t    i   s   o    P

  e   v    i    t    i   s   o    P

  e   v    i    t    i   s   o    P

  e   v    i    t    i   s   o    P

  e   v    i    t    i   s   o    P

  e   v    i    t    i   s   o    P

  e   v    i    t    i   s   o    P

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   6    2  .    3

   3    2  .    3

   3    2  .    3

   1    2  .    3

   5    1  .    3

   4    1  .    3

   1    1  .    3

   5    5    3    2    5    2    0    0    0    9    6    6  .  .  .  .  .  .    3    3    3    2    2    2

  e   v    i    t   a   g   e    N   y   r   e    V

  e   v    i    t    i   s   o    P

  e   v    i    t    i   s   o    P

  e   v    i    t    i   s   o    P

  e   v    i    t    i   s   o    P

  e   v    i    t    i   s   o    P

   5  .    1  .    5  .    5  .    5  .    0    0    5  .    5  .    0    0  .    0  .    0    1  .    2    %    0    0    0    1    1    1    4    1    1    3    3    1    9    f    0    0    0    1    1    1    3    0    0    1    1    0    2    2    0    8    6

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   6    6    0    5  .    5  .  .  .  .    3    3    1    1    4    0    1

   9  .    5  .    2  .   e    7    8    8    %   v    3    4    6    i    t    i   s   o    P    f    5    2    2    3    5    4

   6  .    7    5

  e   v    i    t    i   s   o    P   y   r   e    V

 .   g   n    i    h   c   a   e    t    d   r   a   w   o    t   s    t   n   e    d   n   o   p   s   e   r    f   o   e    d   u    t    i    t    t    A  .    3   e    l    b   a    T

  e   e   v    i   v    i    t    t   e    i    i   v   s   s    i   o   o    t    i    P    P   s   o   y   y   r   r    P   e   e    V    V

   1  .    %    2    6

   5  .    1    5

   8  .    1    3

   2  .    5    6

   5  .    8    4

   5  .    4    5

   6    8  .    6    6  .  .  .    3    5    7    7    1    2

   2  .    4  .    1    6    2    3

   4    4    2    1    9    3    7    9    5    5    7    1    1    2    8  .    5    7

   6  .    7    5

   7  .    2    7

   6  .    3    6

   2  .    2  .    7  .    1  .    8    1    2    6    6    7    7    5

   1  .    9  .    6    7    5    3

   3    4    2    3    6    3    8    3    0    5    8    3    8    4    2    4    5    4    7    4    8    4    7    3    7    3    5    2    3  .    3    3

   4  .    9    3

   8  .    4    3

   8  .    4    3

   7  .    2    2

   8  .    8    2

   2  .    1    2

   2  .    4    2

   2  .    2  .    7  .    2  .    8    8    6    8    1    1    1    1

   6  .    7  .    0    6    1    1

   f    1    4    4    3    1    2    2    2    6    2    3    2    3    2    5    1    9    1    4    1    6    1    2    1    2    1    1    1    2    1    7    1    1

  m   e    t    I

 .   r  .   e  .  .   n    h   n   s   c   o   o    t    i    i   a   n   s    t   e  .   s   e    t   r   a  .   e    d   c   e   o   u    f   a    h   g    t   o  .   n   e   c   v   s   r   g    i    b   a   p    i   n    h   e   y    h   c    t    t   o    t   r    i    t   s   m   a   o   e   a   s   w    d    t    b   e   e   a   g    b   e    b   n   e    t    i   g   n    h   o   m    i   n   a   o    t   n    d    t    i    k    h   r   s    i   s   e    h   s    i   s    d   o   a   u   c   s   a   g   g   e   w    t   o   e    l   n   n   o   r    t    i    i    b   y   n   p   e   o    h    h    l    j   c   c   e   v   m   e   o   n   e   a   e    f   a   m   a    l   e   a    I    I    I    I    T    T    I

 .   g   n    i    h   c   a   e    t   y   o    j   n   e    I

 .   s    t   n   e    d   u   s   r  .    t  .   r    h   e   e    t    h    i    h   c   w   c   a   a   e   e    t   g    t   n   a   a    i    k   g   r   g   n   n   o    i    i   e   e   w    b   y    b    d   o    t   e   e    j   r    i   n    f   e   s   s   g   e    i   r    t   y   a   s   a   r   e   v   w   m   a    l   a   e   n    I    I    I

  y   m   s   a   g   n    i    h   c   a   e    t   n  .   e   s   r   o   e    h    h   c   c   a   e   e   v    t   a   a    h    I   g   n    t    i   a   e    h    b    t    t  .    d   e   e   n   r    i   o    f   g    i   s   e   s    i   r    t   s   r   a   e   s   e   f   o   v   r   e   m   a   n   p    I    I

 .   g   n  .    i    t    h   n   e   c   a   e   m    t    l    l    i   n    f    i    l   u   n    f    i   o   e    t   a   m    i   z   s    l   e   v   a   e    i   r   g    f    l   g   n   e   s    i   e    h   v   c   a   a   e    h    T    I

   t   o   n    l    l    i   w    I  ,   y    t    i   n  .   u   r    t   e   r    h   o   c   p   a   e    t   p   o   a   r   e  .   g    h    t   n   o   g   n    i   e   e   i    h    b   c   v    f   a   a   o    h   e    t    l    d   e    l    i   m   m   w  o   r   a    f    I   e   r    f   n    d    i   g    i   n    d   e   a   v   s   e   r    h    E    I

28

  n   o    i    t   p    i   r   c   s   e    D

  e   v    i    t   a   g   e    N

  e   v    i    t    i   s   o    P

  e   n    7    8    3    5   r    1   a    4    3    3    8   e   o  .  .  .  .  .   c    6    M   S    2    2    2    2    1   e   v    6  .    8  .    i  .    1  .    1  .    6    t    3    4    %    7   a    9    6    1    3   g   e

   6    9  .    2

   N   y   r   e    V

  e   e   v    i   v    i    t    t   a   a   g   e   g   e    N    N

  e   v    i    t   a   g   e    N

   f    5    6    4    9    3    2

   4  .    0  .    5  .   e    6    7    4    %   v    i    3    4    5    t   a   g   e    1    6    N    f    4    2    3    3

   9  .    5  .    0    5    4    4

   9  .    8  .    8  .   e    3    1    4    %   v    4    3    3    i    t    i   s   o    P    f    9    2    1    2    3    2

   9  .    7  .    3    9    4    1

  e   v    i    t    i   s   o    P   y   r   e    V

   1  .    %    2    1

   7    0    2    3

   9    2    3    1

   1  .    5  .    5  .    0    2    4    1    1

   f    8    8    3    1    0

  m   e    t    I  .    d   e   u   n    i    t   n   o    C  .    3   e    l    b   a    T

  e   v    i    t    i   s   o    P

 .   e   g   a   e    l    b   a   e   r    i    t   e   r   y  .   m    l   u    f    h   s   c   s   a   e   e   r   r    t   s    I    t    l    l    i    t   o   n    h   g   c   n    i   a   e    h    t   c   o   a    t   e    t    t   n   a    d   n   w    i    f    I    I

  r   o    f  .   g    b   n   o    i    j    h   g   n   c   a    i   e    t   x   a    t   e   v    d   a   n   e   a    l    t   g   n   o   n    i    l    d    l   n   a    i   w   m    I   e  ,    d   e    t    i   c   o  .   o   b   n    h   o   s   c   j    i   e   r   g   e   n    h    t    h    i    t   n    h   o   c   e   n   a   v   e    i   a    T    G

 .    b   o    j   y   s   a   e   n   a   s    i   g   n    i    h   c   a   e    T

  e   e   v    i   v    t    i    t   a    i   g   s   e   e   o   v   e    N   i   v    P    t    i   a   t   y    i   y   r   r   e   g   e   s   o   e    V   N   P   V   =   =   =   =    9    9    9    0    4    4    4    0  .  .  .  .    1   2   3   4   –   –   –   –    0    0    0    0    5    5    5  .  .  .  .   s    0    1   1   2   3

  m   e   :    t    I    d    l    l   n   e A   g   e

   L

29

Work-related Sources of Stress as Perceived by the Respondents The work-related sources of stress as perceived by the respondents are shown in Table 4. Results revealed that of the thirty four work-related sources of stress identified, fifteen (15) sources of stress were considered distinctly part of the respondents’ lives and these included: lot of work responsibilities (1.98); preparing lesson plan (1.97); preparing instructional materials (1.92); preparing for the school evaluation/school visitation (1.82); handling very poor students (1.79); preparing for a contest (1.74); lot of examinations or   paper works to check (1.73); handling problems students (1.70); checking/editing student laboratory report/journals (1.64); heavy demands on classroom structuring (1.64); lack of  textbooks or references (1.58); coaching a student contestant(s) (1.55); dissatisfaction with the attitudes of the students (1.53); holding classes in poorly ventilated classrooms (1.53); and dissatisfaction with the teaching materials provided by the sc hool (1.50). This shows that teaching entails a lot of responsibilities as those mentioned above. And these are very much part of the respondents’ work. On the other hand, eighteen (18) work-related sources of stress were rated by the respondents to be only slightly part of their lives. These were the following: d issatisfaction with the learning styles/abilities of the students ( 1.48); preparing rushed documents (1.44);

meeting deadlines (1.27); rendering service beyond official time (1.26); not receiving the salary on time (1.24); handling big classes (1.23); change in responsibilities at work (1.21); interruptions in the work (1.20); coaching an athletic team (1.18); heavy demands from the supervisor (1.11); handling subjects which are not in line with specialization (1.00); handling subjects more than the prescribed maximum number of hours (0.95); working in

30 an over-crowded office (0.95); unexpected assignment/designation (0.91); dissatisfaction with the class schedule (0.83); conflict with co-teachers (0.56); disliking fellow teacher(s) (0.55) and conflict with principal (0.50). This means that these situations are seldom encountered by the teachers. Only one (1) work-related source of stress which is conflict with supervisor (0.44) was considered not at all part of the respondents’ lives. This implies that the teachers have good working relations with their supervisors. The overall mean rating of 1.32 described as “only slightly part of my life” indicates that the respondents generally perceive these work-related sources of stress to have slightly caused them stress. This shows that respondents had minor irritations when it comes to teaching related tasks. This also implies that respondents were already oriented about their task and they have already embraced the teaching profession. These sources of stress are common among teachers as these are roles expected of  them to perform. As Daft (2003) states, almost all jobs have some level of stress associated with task demands. Results negate what Brown (2003) stated that teaching is not only hard work; it can  be full of stress. However results conformed to his statement that poor working conditions, the burden of paperwork, and lack of resources have all been identified as factors that can cause teacher stress.

31

  n   o    i    t   p    i   r   c   s   e    D

   t    t   r   a   r   a    P    P   y    l   y    l    t    t   c   c   n    i   n    i    t    t   s    i   s    i    D    D

  e   n   r    8   a   e   o  .   c    9    M   S    1    t   r   a  .    P    %   6    7    l    l    A    t    A    t   o    f    5    N

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t    t   r   a   r   a    P    P   y    l   y    l    t    t   c   c   n    i   n    i    t    t   s    i   s    i    D    D

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   7    2    9    9  .  .    1    1

   2    9    4    3    0    4    8    7    7    7    7    6  .  .  .  .  .  .    1    1    1    1    1    1

   4    8    5    6    5    5  .  .  .    1    1    1

   3    5  .    1

   6  .    5  .    7    4

   1    5    0    0    6    0  .  .  .  .  .  .    4    3    3    7    3    2    1

   6  .    1  .    1  .    7    9    6

   6  .    7

   5    3

   3    2    2    5    2    8

   5    6    4

   5

   3  .    7    2

   8  .    4  .    4  .    8  .    4  .    4  .    4    9    9    4    2    6    3    3    3    3    4    3

   8  .    9  .    0  .    4    0    7    3    4    4

   5  .    5    4

   8    1

   3    2    6    2    6    2    3    2    8    2    4    2

   3    2    7    2    1    3

   0    3

   4  .    9    3

   8  .    3  .    9  .    8  .    4  .    3  .    4    3    7    4    6    7    3    3    3    3    3    2

   9  .    3  .    3  .    3    3    3    4    3    3

   3  .    3    3

   6    2

   3    2    2    2    5    2    3    2    4    2    8    1

   9    2    2    2    2    2

   2    2

   8  .    8    2

   8  .    2  .    7  .    7  .    2  .    2  .    5    4    9    2    8    4    2    2    1    2    1    2

   6  .    7  .    6  .    3    6    3    1    1    1

   6  .    3    1

   9    1

   7    1    6    1    3    1    5    1    2    1    6    1

   9    1    1    9

   9

   t   r    7   a  .    7  .    P    %   9    2   y    1    2    l    t    h   g    i    l    S   y    f    3    5    l    1    1   n  .    O   s

   t   n   e    t   r    d  .    8  .   a    %   4   n    9    4    P   o    3    3   p   y    l   s    t   e   r   c   n    i   e    t    h   s    f    6    t    i    2    3    2   y    D    b    d   e    t   v   r    3   a  .    8  .    i    P    %   3   e    4   c    3    3    h   r   c   e   p   u   s   a    M   y    f    2   r   s    2    3    2   s   e   e    V   r    t   s    f   s   o   s   e   s   r    t   e   s   c    S   e   r    i    f   u    t    i   o   o    l    i   s   s    b   e   n    i    d   c   s   a   e   r    l    t   n   u   a   p    l   o   o   p   e    S   s   n   r   o     e   s    d   r    k   s   e   r    t   e   o    l    l   a    k   r   o   g   e    W   n  .   w    i    R   -    f   r    4    k   a   o   e   r   p    l    t   o   e    b   o   r   a    W    L    P    T

  n   o    i    t   a    t    l    i    l   o   s    i   a   o   v   n    h    l   c   o    i   s   o    t   o   c   e   h   u    h   r   c    t    t   s   r    /   s   o   n   n   s    f    i   o    i   g   l   g    t   a   n   i   n   a   r    i    i   u   r   r   e    l    t   a   a   a   a   p   p   v   e   e   r   m   r   e    P    P

  s    t   n   e    d   u    t    t   s   s    t   e   r   n   o   o   o   p   c   a   y   r   r   e    f   v   o   g   g   n   n    i    i   r    l   a    d   p   n   a   e   r    H    P

  r   e   s   s    t   p    l   n   a   a    t   e   p   n   n    d   r   r   e   u   u    t    d   o   o   s    t   u    j   s   s   s   /    t   n   o   k   m   g   r    i   o    t   e    i   n   p   c    l   a   e   e    t    b   n   r    i    i    h   o    d   c   r   m   e   y   r    /   o   p   a   o    t   g    t   g   x   n   a   s    i   e   k   n    i   r    l    f    k   o    d   o   r   c   o    b   n   e    t   a   o   w   a    h   l    L    H    C

  m   o   o   r   s   s   a    l   c   n   o   s    d   n   a   g   n   m    i   r   e   u    d   t   c   y   u   v   r   a    t   e   s    H

  s   e   c   n   e   r   e    f   e   r   r   o    t   s   n   e    k    d   o   u   )   o    t   s    b   s   (    t    t   x   n   e   a   a   g    t    t   n   s    f    i   e   o    h   t   n   c    k   o   a   c   a   o   c    L    C

  s    t   n   e   e    h    t    d   u    h    t   s    i    t   e   w   h   n   t   o   f    i    t   o   c   s   a   e    f    d   s    i   u    t    t   a    i    t   s   s   t   a    i    D

32

  n   o    i    t   p    i   r   c   s   e    D   e   n   r   a   e   o   c    M   S    t   r   a    P    %    l    l    A    t    A    t   o    f    N

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   3    5  .    1

   0    5  .    1

   8    4    7    6    4    3    1    0    8    1    4    4    2    2    2    2    2    2    1    1  .  .  .  .  .  .  .  .  .  .    1    1    1    1    1    1    1    1    1    1

   0    0  .    1

   6  .    3    1

   5  .    4

   2    2    5    6  .    7  .    7  .    2  .    7  .    1  .    6  .  .  .  .    5    2    9    1    6    4    4    7    1    2    1    2    1    9    2    3    1

   3  .    0    3

   9

   3

   3    5    0    1    5    1    3    1    4    1    1    1    6    6    1    9

   0    2

   0  .    3    5

   5  .    0  .    0  .    4  .    0  .    5  .    0  .    2  .    5  .    7  .    9  .    1    7    3    2    7    5    7    5    5    6    3    5    4    5    4    4    4    4    6    4    6    4

   5    3

   4    3    1    3    5    3    8    2    1    3    0    3    1    3    3    4    0    3    4    4

   9    2

   8  .    4  .    2  .    2  .    7  .    7  .    8  .    7  .    2  .    2  .    4    9    1    1    2    2    4    2    8    5    3    3    2    2    2    2    3    2    1    1

   2  .    1    2

   3    2    6    2    4    1    4    1    5    1    5    1    3    2    5    1    2    1    0    1

   4    1

   6    1    1    1  .    6  .    6  .    6  .    5    0  .    5  .  .  .  .  .    0    3    0    0    9    6    1    1    1    1    1    3    2    1    4

   5  .    4

   6    4    7    9    7    7    1    2    8    3

   3

   t   r    9   a  .    P    %    7   y    3    l    t    h   g    i    l    S   y    f    5    l    2   n    O

   t   r    3    3  .  .   a    0    P    %    0    3    3   y    l    t   c   n    i    t    0   s    f    0    i    2    2    D    t   r    2    1   a  .  .    P    %    8    2    1    1    h   c   u    M   y    2   r    8   e    f    1    V   s   s   e    d   r    t   e    S    d    i    f   y   v   o    l   o   r   s   e   r   s   o    h   p   e   m    t   o   c   o   s   p   r    h    l  .   o    t   u   a    i    d   r   n   s    i   o    i   e   r   w   s   u    S   s    l   a    t   e   n   e   n    d    l   a    i   s   c    i   o   o    t   o   e   s    t   m   h   n    t   a   d   a    l   c   o    l   e   a   g   c   c   t   e    C   n   s   a    f    i   g   s   e    l  .    R    i    h   -    i   n   i    h    t    4    k    t    t   c   a   n   e   r    d   a   y    l   e   s   e   b   s   t   o    l    b   v   o    i   a    T    W    H    D

  g   s   n   t    i   n   n   e   r    d   a   u   e   t    l   s   e   e    h    t    h    t    h    t    i    f   o   w  s   e   n    t   o   i    i    i    l    t    i   c    b   a   a    f   s   /   s    i    t   e    l   a   y   s   s   t   s    i    D

   t    t   r   a   r   a    P    P   y    l   y    l    t    t    h   g    h   g    i    l    i    l    S    S   y    l   y    l   n   n    O    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t    t   r   a   r   a    P    P   y    l   y    l    t    t    h   g    h   g    i    l    i    l    S    S   y    l   y    l   n   n    O    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t    t   r   a   r   a    P    P   y    l   y    l    t    t    h   g    h   g    i    l    i    l    S    S   y    l   y    l   n   n    O    O

  e   m    i    t    t   s    t   a   n   n   s    d   o   e   e   m   e    k   n    i   a    h   y   r   m    t   o    t   r   e   o    t   u   y    l   a   s    i    i   c    l   e   w   c   m    b   a   o    b    i   e    i   o   e    t   s   s    d   s   r   s   e   e    h   s    f   e   e   n    l    t   c    d   a    i   s   n   v    h   o   e    i    t    l    t   n    h    d   c   p    i    h   a   r   e   s   s    l   g    d   e   s   n   n   g   e   a   r   u   n    i   m   s   r   n    i    i   r   a   a   e   o    b    t   m   o   v   s   g   n    i    i    i   g    d   n   l   e   g    i   g    t   e   a   v   n    i    d   g   n   n   e   k   p    i    i    i   r   r   c    i   n   r   u   c    l   e   y   e   g   e    i    h   r    i   r   a    t   r    d   p    d   f   n   c   v   r   o   p   e    f    t   n   a   a   a   n   e   o   e   u   e   e    t   o   w   o   a   e    h   r   n    C    H  s    P    M   R    N    H    C    I

   t   o   n   e   r   n   a   i   o    t    h   c   a    i   z    h   i    l   a   w   i   c   s    t   e   c   p   e   s    j    b    h    t   u   s   i   w   g   e   n    i   n    l    i    l    d   n   n   a   i    H

33

  n   o    i    t   p    i   r   c   s   e    D   e   n   r   a   e   o   c    M   S    t   r   a    P    %    l    l    A    t    A    t   o    f    N    t   r   a    P    %   y    l    t    h   g    i    l    S   y    f    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t    t    t   r   a   r   a   r   a    P    P    P    l   y    l   y    l   y    l    l    A    t    t    t    t    h    h    h   g   g   g    i    l    i    l    i    l    A    S    S    S    t   o   y    l   y    l   y    N    l   n   n   n    O    O    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   5    9  .    0

   5    9  .    0

   1    9  .    0

   3    6    5    0    4    8    5    5    5    4  .  .  .  .  .    0    0    0    0    0

   2    3  .    1

   3    3  .    3    3

   8  .    1    3

   2  .    4    2

   8  .    5  .    0  .    5  .    6  .    4    8    3    4    0    3    4    5    5    6

   2    2

   1    2

   6    1

   3    2    2    3    5    3    6    3    0    4

   4  .    2    4

   4  .    2    4

   6  .    0    6

   5  .    5  .    9  .    9  .    8  .    8    8    0    0    4    4    4    4    4    3

   8    2

   8    2

   0    4

   2    3    2    3    7    2    7    2    3    2

   2  .    5    1

   2  .    5  .    5  .    5  .    5  .    5    1    4    4    4    1

   0    1

   0    1    1    3    3    3

   0

   5  .    5  .    5  .    0    0    1    1    1

   t   r    7    2  .  .   a    4    P    %    9    1    2   y    l    t   c   n    i    t    2    6   s    f    i    1    1    D    t   r   a    5  .  .    P    %    5    4    1    h   c   u    M   y   r    3    1   e    f    V   s   s   e   r    d    t   n   e   a    S    h   m    d    f    t   u   w   o   e   o   s   r   m   r    i   e   o   c   x   c     r   r   m   a  .   e   u   s    d   s   m   r   o    t   v   e   u   c   o   u    S   e   d   o   e   h   n   n    d    j    b    i    t   e    b    i    f   a    t   n   u   n   o    i   a   s   r   o    l   c   s   r   e    C   g   e   e   g  .   n   r    R   n   e    b    i      4    k    l   p   m    i   c    i    k    f   e   r    d   e   r    l   u    f   n   o    b    t   n   o   o   a   h   a    W    H    W    T

   0

   1    1    1    0    0

  s   s   a    l   c   n   o   e    i    t    h    t   a   n    t   g    h    i    i   s   e   w    d   n    /    t   o    i   n    t    d   e   c   e   e    t   a   l   m    f   c   u   s   n   e    d   g    i    t   p   i   e   a   x   s    h   s   e   s   s   c   s   n   a    i    U    D

   )   s   s    (   r   r   e   r   e   o    l   s    h    h   a    i   c   c   p   v    i   a   a   r   c   e   e    t    t    i   n   e     p   r   o   u   c   w   p   s   o    l    h    h    h    l    t   e    t    i    f    i    t    i   w   g   w   w    t   n    t   c    i   c    t   c    i    i    i    l    l    l    k    f    i    f    f    l   n   s   n   o    i   o   n   o    C    D    C    C

  e    f    i    f   e    l   e   i   e   y    f    l    f   m   l    i    i    l   y   y   y   f   m   o   m   f   m   t   o   r    f    f   o   t   o   a   r   p    t    t   a   r   r   y   p   a    l   a    t   p   p   h    h    l   y   c   g   l    l   u    t   a   i    l   c   m    t   n   a   s    i   y   y   t    t    l   s   r   o   n   i   e    N   O   D   V   =   =   =   =    9    9   9    0    4  .    4  .    4  .    0  .    0    1    2    3   –   –   –   –    0    0    0    0    0    5    5    5  .  .  .  .    0   0   1   2

  s   s   e   r    t    S    f   o   s   e   c   r   u   :   o    S    d   n    l    l   e   g   e A    L

34

Family-related Sources of Stress as Perceived by the Respondents Table 5 shows the family-related sources of stress as perceived b y the respondents. Data revealed that among the nine (9) family-related sources of stress enumerated, two sources were considered “distinctly part” of the respondents’ lives and these were: “making important decisions about the family” (1.98) and “housekeeping standards” (1.58). This is so because most of the respondents are married so they often find themselves in situations where they have to make important decisions concerning their  families. Besides, married female teachers are expected to live up to certain housekeeping standards. The other family-related sources of stress, namely: financial conflicts within the family (1.36); behavior of a family member (1.23); distance of work station from the family (1.14); spousal relationship (1.12); insufficient couple time (0.86); conflict with spouse (0.65); and conflict with spouse’s family (0.50) were noted as only slightly part of  the respondents’ lives. The overall perceived family-related sources of stress had a mean rating of 1.16: described as “only slightly part of my life”. It implies that the respondents experienced minimal stress when it comes to family related matters. This further implies that the respondents had good family relationship and are family oriented.

35

  n   o    i    t   p    i   r   c   s   e    D   e   n   r   a   e   o   c    M   S    t   r   a    P    %    l    l    A    t    A    t   o    f    N    t   r   a    P    %   y    l    t    h   g    i    l    S   y    f    l   n  .   s    O    t

  n   e    d    t   r   n   a    %   o    P   p   s   y   e    t   r    l   c   e    i   n    h    t    t   s    f   y    i    b    D    d   e   v    t   r    i   a   e   c    P    %   r    h   e   p   c   u   s   a    M   s   y   s   r   e   e    f   r    V    t   s    f   o   s   s   s   e   e   r   c    t   r    S   u   o   o   s    f   s    d   e   e   c    t   r   a   u    l   o   e   r    S     y    d    l   e    i    t   a    l   m   a   e   r    F   –  .    5    l   y   e    i    l   m    b   a   a    F    T

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   8    9  .    1

   8    5  .    1

   6    3  .    1

   3    2  .    1

   4    1  .    1

   2    1  .    1

   6    8  .    0

   5    6  .    0

   0    5  .    0

   6    1  .    1

   1  .    9

   2  .    5    1

   2  .    5    1

   7  .    2    2

   8  .    4    3

   9  .    0    4

   9  .    7    3

   0  .    0    5

   1  .    2    6

   6

   0    1

   0    1

   5    1

   3    2

   7    2

   5    2

   3    3

   1    4

   2  .    1    2

   8  .    4    3

   0  .    7    4

   9  .    3    4

   3  .    3    3

   8  .    5    2

   9  .    0    4

   8  .    4    3

   3  .    7    2

   4    1

   3    2

   3    3

   9    2

   2    2

   7    1

   7    2

   3    2

   8    1

   8  .    1    3

   3  .    7    2

   2  .    4    2

   2  .    1    2

   2  .    5    1

   6  .    3    1

   2  .    5    1

   2  .    5    1

   1  .    9

   1    2

   8    1

   6    1

   4    1

   0    1

   9

   0    1

   0    1

   6

   9  .    7    3

   7  .    2    2

   6  .    3    1

   1  .    2    1

   7  .    6    1

   7  .    9    1

   1  .    6

   0

   5  .    1

   5    2

  s   n   o    i   s    i   c   e    d    t    l   y   n    i   a    t   m   r   a   o   p   f   e   m   h    i    t    t   g   n   u    i   o    k   a   b   a M

   5    1

   9

  e    h    t   n   s    i    h    d    t   r    i   a   w    d   n   s   a    t    t   c   s    i    l    f   g   n   n    i   o   c   p   e    l   e   a   l   y    i    k    i   c   e   n   s   m   a   u   a   n   f   o    i H F

   8

   1    1

  r   e    b   m   e   m   y    l    i   m   a    f   a    f   o   r   o    i   v   a    h   e B

  m   o   r    f   n   o    i    t   a    t   s    k   r   o   w  y    f    i   o   l   e   m   c   a    f   n   a   e    t   s   h    t    i D

   3    1

   4

   0

   1

  y    l    i   m   a    f   e   s   m    ’    i   e   e    t   p   s   s    i   e   u   u    h    l   s   o   o   p   n   p   p   u   s   s   o   o    i    t   c    h    h   a    t    t    i    t    i    l   n   e   w   w   r    i   e    l   c    t   c    t   c   a    i    i    i   s    f    l    l    f    f    f   u   u   n   n   o   s   o   o   p   n S I C C

  e    f    i    f   e    l   e   i   e   y    f    l    f   m   l    i    i    l   y   y   y   f   m   o   m   f   m   t   o   r    f    f   o   t   o   a   r   p    t    t   a   r   r   y   p   a    l   a    t   p   p   h    h    l   y   c   g   l    l   u    t   a   i    l   c   m    t   n   a   s    i   y   y   t    t    l   s   r   o   n   i   e    N   O   D   V   =   =   =   =    9    9   9    0    4  .    4  .    4  .    0  .    0    1    2    3   –   –   –   –    0    0    0    0    0    5    5    5  .  .  .  .    0   0   1   2

  s   s   e   r    t    S    f   o   s   e   c   r   u   :   o    S   d   n    l    l   e   g   e A   L

36

Personal-related Sources of Stress as Perceived by the Respondents Table 6 shows the personal-related sources of stress as perceived by the respondents. Of the seven (7) personal-related sources of stress identified, three (3) sources namely: financial burdens (1.68); important decisions about future career for upgrading teaching competence (1.58); and too many things to do at once (1.55) were noted as distinctly part of the respondents’ lives. This implies that the teachers often experience financial difficulties that affect their  decisions regarding professional upliftment. They are also often saddled with work  as teachers, spouse, and parents. It conforms to the statement of DeLongis et al. as cited by Morgan (1986) that finances and work are some of the important stressors. Four (4) sources were considered by the respondents as only slightly part of their  lives and these were: not enough leisure time (1.38); time management worries (1.21); not enough time to sleep (1.18); and poor health including allergies (0.89). The mean score of 1.35 described as “only slightly part” of the respondents’ lives indicates slight contribution of these personal-related sources of stress to the level of   perceived stress of the respondents. This implies that the teachers have learned to manage their time and they are able to balance their work and personal lives. Atkinson et al. (1996) stated that countless events create stress. Everyday hassles can also be experienced as stressors. Finally, the source of stress can be within the individual in the form of conflicting motives or desires.

37

  n   o    i    t   p    i   r   c   s   e    D   e   n   r   a   e   o   c    M   S    t   r   a    P    %    l    l    A    t    A    t   o    f    N    t   r   a    P    %   y    l    t    h   g    i    l    S   y    f    l   n    O

 .   s    t   n   e    d   n    t   r   o   a    %   p   s    P   e   r    l   y    t   e   c    h    t    i   n   y    t   s    f    b    i    d    D   e   v    i    t   e   r   c   a   r    P    %   e   p    h   c   s   a   u   s    M   s   e   r   y   r    t   e    f   s    V    f   o   s   s   e   s   c   e   r    t   r   u    S   o   s    f   o    d   e   s    t   c   a   e   r    l   u   e   r   o      S    l   a    d   e   n    t   o   a    l   s   r   r   e   e   –    P    l  .    6   a   e   n   o    l   s   r    b   e   a    P    T

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t   c   n    i    t   s    i    D

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   8    6  .    1

   8    5  .    1

   5    5  .    1

   8    3  .    1

   1    2  .    1

   8    1  .    1

   9    8  .    0

   5    3  .    1

   6  .    7

   5  .    4

   5  .    4

   1  .    9

   1  .    9

   2  .    5    1

   3  .    3    3

   5

   3

   3

   6

   6

   0    1

   2    2

   8  .    4    3

   5  .    1    5

   5  .    8    4

   5  .    4    5

   6  .    3    6

   5  .    1    5

   5  .    5    4

   3    2

   4    3

   2    3

   6    3

   2    4

   4    3

   0    3

   4  .    9    3

   8  .    5    2

   8  .    4    3

   8  .    5    2

   2  .    4    2

   3  .    3    3

   7  .    9    1

   6    2

   7    1

   3    2

   7    1

   6    1

   2    2

   3    1

   2  .    8    1

   2  .    8    1

   1  .    2    1

   6  .    0    1

   0  .    3

   0

   5  .    1

   2    1

   2    1

  g   n    i    t    d   u   o   a   r   e    b   c   a   g   p   n   s   u   e    t   n   r   s   e   o   o   n    i   p    f   s   e    i   r   m    d   c   e   r   o   e   e   u   c   r    b    d   a    t   g    l   c   n   n   a    i    i   a   e    t   r    h   c   r   u   c   n   o    t   a   a   p   u   t   e   n    f    i   m F I

   8   e   c   n   o    t   a   o    d   o    t   s   g   n    i    h    t   y   n   a   m   o   o T

   7

   2

  s   e    i   e   r   r   m   o    i    t   w    t   e   r   n   u   e   s    i   m   e    l   e   g    h   a   g   u   n   a   o   m   n   e   e    t   m   o    i N T

   0

   1

  s   e    i   g   r   e    l   p    l   e   e   a    l   s   g   n   o    i    t    d   u   e    l   c   m    i   n    t    i    h    h    t   g   u    l   a   o   e   n   e    h   r    t   o   o   o N P

  e    f    i    f   e    l   e   i   e   y    f    l    f   m   l    i    i    l   y   y   m   y   f   o   m   f   m   t   o   r    f    f   o   t   o   a   r   p    t    t   a   r   r   y   p   a    l   a    t   p   p   h    h    l   y   c   g   l    l   u    t   a   i    l   c   s    t   n   m   a   y   t    i   y    t    l   s   r   o   n   i   e    N   O   D   V   =   =   =   =    9    9   9    0    4  .    4  .    4  .    0  .    0    1    2    3   –   –   –   –    0    0    0    0    0    5    5    5  .  .  .  .    0   0   1   2

  s   s   e   r    t    S    f   o   s   e   c   r   u   :   o    S   d   n    l    l   e   g   e A   L

38

Environment-related Sources of Stress as Perceived by the Respondents Table 7 shows the environment-related sources of stress as perceived by the respondents. The respondents considered the three (3) enumerated environment-related sources of stress to be slightly part of their lives and these were: neighbors (1.06); difficulties with transportation (0.97); and weather conditions (1.35). The obtained mean score of 1.13 for environment-related sources of stress described as “only slightly part” implies that these sources of stress were perceived by the respondents to have slightly contributed to their level of stress. This result further implies that respondents were comfortable with their environment, since they experience minimal stress when it comes to it. Generally, the four sources of stress namely work, family, personal, and environment were perceived by the respondents to have contributed “moderate stress” to them. This result conforms to what Kumar (2008) stated that stress may be caused by work pressures, travel, home environment, poor food habits, family problems, marriage related issues, the physical environment and in many cases by factors out of one’s physical control. DeLongis et al. as cited by Morgan (1986) said that the hassles of everyday life centering around work, family, social activities, health, and finances are important stressors which have been found to be related to bodily illness.

39

  n   o    i    t   p    i   r   c   s   e    D   e   n   r   a   e   o   c    M   S    t   r   a    P    %    l    l    A    t    A    t   o    f    N    t   r   a    P    %   y    l    t    h   g    i    l    S   y    f    l   n    O

 .   s    t   n   e    d   n   o   p   s   e   r    t   r   a    %   e    P    h    t   y   y    l    b    t   c   n    d    i   e    t   s    f   v    i    i   e    D   c   r   e   p    t   r   a   s   a    P    %   s    h   s   c   e   r   u    t   s    M    f   o   y   r   e    f   s   e    V   c   r   u   s   o   s   s   e   r    t    d    S   e    f    t   a   o    l   s   e   e   c   r   r      t   u   o   n   e    S    d   m   e   n    t   a    l   o   e   r   r    i   –   v   n    t   n   e    E  .   n    7   m   o   r   e    i    l   v    b   n   a    E    T

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   t   r   a    P   y    l    t    h   g    i    l    S   y    l   n    O

   5    3  .    1

   6    0  .    1

   7    9  .    0

   3    1  .    1

   6  .    0    1

   8  .    5    2

   3  .    0    3

   7

   7    1

   0    2

   0  .    0    5

   0  .    0    5

   5  .    8    4

   3    3

   3    3

   2    3

   3  .    3    3

   7  .    6    1

   2  .    5    1

   2    2

   1    1

   0    1

   1  .    6

   6  .    7

   1  .    6

   4

   5

   4

  n   o    i    t   a    t   r   o   p   s   n   a   s   r   n    t   o    i    h    t    t    i    i    d   w   n   s   o   e   c   s   r    i    t   r   o    l   e    b   u    h    h   c    t   g    i   a    f    f   e    i   e    i W N D

  e    f    i    f   e    l   e   i   e   y    f    l    f   m   l    i    i    l   y   y   y   f   m   o   m   f   m   t   o   r    f    f   o   t   o   a   r   p    t    t   a   r   r   y   p   a    l   a    t   p   p   h    h    l   y   c   g   l    l   u    t   a   i    l   c   m    t   n   a   s    i   y   y   t    t    l   s   r   o   n   i   e    N   O   D   V   =   =   =   =    9    9   9    0    4  .    4  .    4  .    0  .    0    1    2    3   –   –   –   –    0    0    0    0    0    5    5    5  .  .  .  .    0   0   1   2

  s   s   e   r    t    S    f   o   s   e   c   r   u   :   o    S   d   n    l    l   e   g   e A   L

40

Level of Perceived Stress of the Respondents Table 8 shows the level of perceived stress of the respondents. It can be noted that the respondents rated following as giving them “moderate stress”: “they were nervous that makes them stressed” (2.05); “something happened unexpectedly that caused them to be upset” (1.97); “they had irritations in life that were beyond their control” (1.95); “they felt that they were not on top of things” (1.91); “they had a lot of things to do and found that they could not cope with” (1.86); “they felt that things were not going their way”(1.83); “important things in their life were beyond their control” (1.83); and “things happened were outside of their control that caused them to be angered” (1.83); “they had doubt about their ability to handle their personal problems” (1.73); and “they felt difficulties were  piling up so high that they could not overcome them” (1.71). The overall mean score of 1.87 described as “moderate stress” indicates that the secondary school teachers of Aborlan are partly affected b y stress. This implies further that the respondents experience tolerable amount of stress. These findings conform with Gamozo’s (2008) findings that WPU teachers are moderately stressed. According to Daft (2003), when the level of stress is low relative to person’s coping resources, stress can be a positive force, stimulating desirable change and achievement. Kowalski said that a caring work environment, however, is highly effective in reducing teacher stress and making it easier to treat. This result also implies that the respondents had best performance in teaching, as Dubrin (2007) said that performance tends to be best under moderate amount of stress.

41

  n   o    i    t   p    i   r   c   s   e    D   e   n   r   a   e   o   c    M   S

  e    t   a   r   e    d   o    M

  e    t   a   r   e    d   o    M

  e    t   a   r   e    d   o    M

  e    t   a   r   e    d   o    M

  e    t   a   r   e    d   o    M

  e    t   a   r   e    d   o    M

  e    t   a   r   e    d   o    M

  e    t   a   r   e    d   o    M

  e    t   a   r   e    d   o    M

  e    t   a   r   e    d   o    M

  e    t   a   r   e    d   o    M

   5    0  .    2

   7    9  .    1

   5    9  .    1

   1    9  .    1

   6    8  .    1

   3    8  .    1

   3    8  .    1

   3    8  .    1

   3    7  .    1

   1    7  .    1

   7    8  .    1

   5   w  .   o   %    1    L   y   r   e   f    V    1

   5  .    1

   5  .    4

   1  .    6

   1  .    6

   6  .    7

   5  .    4

   1  .    6

   1  .    9

   6  .    7

   1

   3

   4

   4

   5

   3

   4

   6

   5

   1  .    %    9   w   o    L    f    6

   5  .    4

   6  .    0    1

   6  .    0    1

   1  .    2    1

   1  .    2    1

   6  .    3    1

   1  .    2    1

   2  .    8    1

   7  .    9    1

   3

   7

   7

   8

   8

   9

   8

   2    1

   3    1

   8   e  .    t    5    %   a    7   r   e    d   o    0    M   f    5

   9  .    0    9

   2  .    1    7

   7  .    2    7

   2  .    1    7

   7  .    9    6

   8  .    5    7

   8  .    5    7

   6  .    3    6

   7  .    6    6

   0    6

   7    4

   8    4

   7    4

   6    4

   0    5

   0    5

   2    4

   4    4

   6  .    0    %    h    1   g    i    H   f    7

   5  .    1

   1  .    2    1

   6  .    7

   6  .    0    1

   6  .    0    1

   1  .    6

   5  .    4

   1  .    9

   1  .    6

   1

   8

   5

   7

   7

   4

   3

   6

   4

   h   g   %    0  .    i    3    H  .   s   y   r    t   e   f    2   n   e    V    d   n   o   p   s   e   r   e    h    t    f   o   s   s   e   r    t   s    d   e   m    d   v   e   e   s    i    t   e    I   s   e   c   r   r    t   e   s   p    d    f   n   o   a    l   s   e   u   v   o   e   v    L   r  .   e    8   n    t   e    l    l   e    b   a    F    T

   5  .    1

   5  .    1

   0  .    3

   0

   0

   0

   5  .    1

   0

   0

   1

   1

   2

   0

   0

   0

   1

   0

   0

  r    i   e    h    t    t   a    i   n    h    t   s   n   g   o   n    i    i    t    h   a    t    i   e    t   r   r   m    i   y   o    l    l   s   d   o    f   r   e    t   o   t   n   c   e   e   o   s   c   p   u   x   o   a   e    t   c   n   e   u    l   e    b    b    t    d   a   e   e   s   n   n   p   e   u   e   e   p    b   p   e   n   a    t    f   e    l   e   h   o   i    B    N

  s   g   n    i    h    t    f   o   p   o    t   n   o    t   o   n   e   r   e   w   y   e    h    t    t   a    h    t    t    l   e    F

  e    h    t   y   e    l   a    l    h    t   a    l   w   r    h   o    i    t    i   r   e    t    h   w   n    t   o   e   c   f   e   g   p   n   o    i   o   l    i   c   o    t   r   o    t    d    l   g   e    i   o    t   e    b   o   n   t   a   h    t   o   n    d   n    d    l   n   e   u   i   a   u   r    h   e   o   s   r   c   y   e   g   e   e   w   i   n   w   y   s    h   e    t   y   h   g    t    h   n    t    t    t   e    i   a    t   n    h    h    h   a   t    t    t   a    t    h    t    t    t   s   r   a   a   g   o    h    h    d   n    t   p    t   n    i    t   m    t   u    t    l   o   h   e   i    l   e    F    F    F

   l   o   r    t    t   a   n    h    t   o   c    t   r   o    h   g    i    t   y    i   e   a    t    h    i    h    t    l    t    h    i   o    f   s   m   s   o    b   a   m   g   e   e   r    l   p   n   e    i   u   h    i    d    b    t   e    h    i   g    t    t    h   n   e   r    t   o    f   s   p    i    l    t   m   o   u    i    l   o   u   o   p   e   a   o   c   e   s   r   n   e    b   r   u   r   o   a   s   e   e   e    t   a   v   c   w   n   r   o   w   e   e    t   e   p   s   t    b   a    d   e   o   r    h    i    d   n    t    i    f    t   u   e    l   n   r    d   o    d   u   o   e   e   c   l   u   c   y   g    i   n   e    f   o    t   n   e    l    f   a   p   o   d    i   c   n   n    d   u   p   n    t   a   a    t   o   e    l   e   h   e   h    l   e   y    B    F    F

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  m   e   :    t    I    d    l   e    l   n A   g   e

   L

42

Relationship between Sources of Stress and the Level of Perceived Stress Table 9 shows the relationship between the sources of stress and the level of   perceived stress of the respondents. The sources of stress considered were the work, family, personal, and environment. Sources of stress such as work, personal, and environment had significant relationship to the level of perceived stress of the respondents. This implies that these sources of stress are related to the perceived level of stress of the respondents. It further  implies that the respondents experience considerable level of stress when it comes to work,  personal affairs, and environmental disturbances. This result further implies that the teachers are more particular with matters related to work, personal, and environmental rather than those affecting their family. On the other hand, family-related sources of stress showed no significant relationship to the perceived level of stress of the respondents. This means that family related affairs are not associated with the level of perceived stress of the respondents. This implies that respondents have maximum tolerance to stress when it comes to family matters. The result contradicts the findings of Gamozo (2008) that family related affairs are associated with the level of perceived stress while work, personal and environmental factors are not associated with the level of perceived stress. This may be caused by the differences in priorities and orientation of WPU faculty members and the Dep Ed teachers. Feldman (1989) explained the benefits of stressful environment that, people are motivated to understand better what is happening to them and this search for knowledge leads to greater awareness of themselves.

43 Table 9. Relationship between sources of stress and level of perceived stress. Spearman Correlation Source of Stress Mean Rating Significance Coefficient Personal 1.35 0.285 * Work 1.32 0.277 * Family 1.16 0.223 ns Environmental 1.13 0.245 * All Sources   Note:

1.21

0.319

**

ns – not significant * – significant at 0.05 level ** – significant at 0.01 level

Relationship of Demographic Characteristics, Job-related Factors and Attitudes towards Teaching to the Level of Perceived Stress of the Respondents The relationship of demographic characteristics, job-related factors, attitude toward teaching and level of perceived stress is shown in Table 10. Age, gender, civil status, number of years in teaching, academic rank, teaching load, number of students and attitude of the respondents towards teaching were tested to determine the relationship between demographic characteristics, job-related factors, attitude towards teaching and level of perceived stress. Results showed that age, gender, civil status, number of years in teaching, teaching load, number of students, and attitude towards teaching had no significant relationship with the level of perceived stress. This implies that demographic characteristics, job-related factors and attitude towards teaching are not associated with the lev el of perceived stress of the respondents. The result conforms to the findings of Croasman as cited by Gamozo (2008) that age is not a predictor of work-related stress of workers.

44 Result also conforms what Stoppler stated that both men and women are sensitive to psychological stress and its effects. Since people vary widely in their perception of  stress, it is not possible to generalize and state that men or women are more sensitive to stress. However, the result contradicts the findings of Gamozo (2008) that age, number of  years in teaching and academic rank are related to the level of perceived stress.

Table 10. Relationship of demographic characteristics, job-related factors and attitude towards teaching to the level of perceived stress of the respondents. Characteristics

Correlation Coefficient

Significance

r s = - 0.070 C = 0.102 C = - 0.022

ns ns ns

=r 0.000 C = - 0.146 r s = 0.156 r  s = - 0.106 r s = - 0.082

ns ns ns ns ns

Demographic Characteristics Age Gender Civil Status Job-related Factors   Number of Years in Teaching Academic Rank Teaching Load   Number of Students Attitude Toward Teaching   Note:

s

ns – not significant r s – Spearman Correlation Coefficient C – Cramer Coefficient

Relationship of Demographic Characteristics, Job-related Factors and Attitude towards Teaching to the Sources of Stress of the Respondents. Table 11 shows the relationship of demographic characteristics, job-related factors and attitude towards teaching to the sources of stress of the respondents. Civil status was found to be significantly related to the family-related sources of  stress. Married teachers could be affected by family related sources of stress such as household chores and responsibilities at home.   Numbers of years in teaching and academic rank were found to be significantly

45 related to the environment related sources of stress. This is so because newly hired teachers and young teachers are likely assigned in distant schools where transportation and unfavorable weather conditions can cause stress to them. Other demographic characteristics and job related factors including attitude towards teaching were found to be not related to sources of stress. The result negates the findings of Goh (2003) that civil status influence the job related stress. However, result on length of service conforms to her findings that it influences job related stress. This may be caused by differences in perception, experience and orientation as stated by Matirez et al. (2000) that individual is biggest factor of stress. While one person can’t live with stress, another can live by it and use it to deal with the environment. Difference in vulnerability to stress is due to perceptions, experiences, orientation and goals.

46

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  s   e   c   r   u   o    S    l    l    A    t   n   e   m   n   o   r    i   v   n    E

   l   a   n   o   s   r   e    P

  s   s   e   r    t    S    f   o   s   e   c   r   u   o   y    S    l    i   m   a    F

   k   r   o    W

  s   c    i    t   s    i   r   e    t   c   a   r   a    h    C

  s   n

  s   n

  s   n

  s   n

  s   n

  s   n

  s   n

   6    0    2  .    0     =   s   r

  s   n

  s   n

  s   n

   7    6    1  .    0     =    C

  s   n

   *

   3    5    2  .    0     =   s   r

   *

   2    5    2  .    0     =    C

  s   n

  s   n

  s   n

  s   n

  s   n

  s   n

  s   n

  s   n

  s   n

  s   n

   3    5    0  .    0     =   s   r

  s   n

  s   n

  s   n

   *

   3    2    0    0    5    0    3  .    1    0  .  .    0    0    0     =   =   =   s   r    C    C

  s   n

  s   n

  s   n

  s   n

   1    7    1  .    0     =   s   r

  s   n

  s   n

  s   n

  s   n

  s   n

  s   n

  s   n

  s   n

  s   n

   7    4    6    8    1    1    0    1  .  .    0  .    0    0    0   -   =     =   =   s    C    C   r

   4    4    2  .    0     =   s   r

   5    6    0  .    0   =    C

   6    0    4    8    5    4    0  .    0    0  .  .    0    0    0     =   =   =   s   r    C    C

   9    1    0  .    0     =   s   r

   9    2    0  .    0   =    C

  s   c    i    t   s    i   r   e    t   c   a   r   a    h    C   c    i    h   r   p   e   a    d   r   e   g   g   n   e   o    A    G   m   e D

   6    8    0  .    0   =    C

  s   u    t   a    t    S    l    i   v    i    C

   8    0    1  .    0     =   s   r

   8    1    1  .    0     =    C

   5    3    1  .    0   =   s   r

   6    7    3    4    2  .    1  .    0    0     =   =   s   s   r   r

   1    9    3    1    9    6    0    0  .    0  .  .    0    0    0     =   =   =   s   s   r    C   r

   2    3    0  .    0   =   s   r

   3    4    0  .    0     =   s   r

  g   n    i    h   c   a   e    T   n    i   s   r   a   s   r   e   o    t    Y   c   a    f    F   o   r   e    d   e    b    t   a   m    l   u   e   r    N      b   o    J

   5    2    0  .    0   =    C

   7    3    0  .    0   =    C

   5    5    1  .    0   =   s   r

   5    1    1  .    0   =   s   r

   9    4    0  .    0     =   s   r

  s    t   n   e    d    k    d   u   n    t   a   a    S   o    R    L    f   c   g   o    i   n   r   m   e    i   e    h    b    d   c   m   a   c   a   e   u    A    T    N

   2    7    0  .    0   =   s   r

   0    4    0  .    0     =   s   r

   7    9    0  .    0   =   s   r

   4    6    1  .    0   =   s   r

   2    5    0  .    0   =   s   r

   l   e   v   e    l    5   g  .   n    t    0    i    0    h    t   n   a   c   a   c   t   a    i   n   e    f   a    T   i   n   c    i   g    f    i    d   s   i   r   n   a    t   g    i   o   w   n   s   o   –    T   –   s   e   n   *

   d   u   :    t    i   e    t    t    t   o    A   N

47

Activities Engaged in by the Respondents to Manage Stress The activities engaged in by the respondents to manage stress are shown in Table 12. Of the activities considered in this study, two were very often done by the respondents to manage stress and these were talking with family member and praying. This is so because talking with family members and airing to them one’s problems can relieve a  person of stress. Most often, casual talks with family members can be relaxing. On the other hand, praying can relieve stress especially if a person learns to lift up to God all his worries. Meanwhile, eight of the 24 activities considered in the study were found to be fairly often done by the respondents to handle their stress and these were: talking with family and others, watching television programs, engaging in spiritual or religious activities, texting, doing time management activities, eating, listening to music, and engaging in hobbies/leisure activities. The rest of the activities were sometimes done by the respondents to relieve them of stress and these were: shopping, massage, scanning/ browsing product catalogue, exercise, ballroom dancing, meditation, nap/sleeping, sex, mental activities, attending, gatherings, taking over the counter drugs, engaging in sports, window shopping/malling, going to internet, smoking, and drinking beverages.

48 Table 12. Activities engaged in by the respondents to manage stress. Activity

1. Talking with family and others Family members Friends Family friends   Neighbors Enemy

Frequency (n = 66)

Percent

Mean Rating

66

100

3.15

66 66 66

100 100 100

Descriptive Rating

Fairly often

2

3.0

3.61 3.33 2.98 98.5 1.50

66

100

2.99

Fairly often

  News Entertainment Teledrama/telenovelas

66 64

66 100 97.0

100 3.02 2.66

3.30 Fairly often Fairly often Fairly often

3. Spiritual or Religious Activities

66

100

2.85

Fairly often

66 66 65 66 58 44 2

100 100 98.5 100 87.9 66.7 3.0

3.67 3.09 2.78 2.64 2.62 2.18 2.00

Very often Fairly often Fairly often Fairly often Fairly often Sometimes Sometimes

65

98.5

2.70

Fairly often

65 65 62 2

98.5 98.5 93.9 3.0

3.02 2.68 2.44 2.00

Fairly often Fairly often Sometimes Sometimes

66

100

2.69

Fairly often

66 66 66 2

100 100 100 3.0

2.74 2.74 2.58 2.00

Fairly often Fairly often Fairly often Sometimes

65

98.5

2.65

Fairly often

65 64 64 64 2

98.5 97.0 97.0 97.0 3.0

3.43 2.89 2.33 2.00 1.50

Fairly often Fairly often Sometimes Sometimes Sometimes

2. Watching TV programs

Praying Attending church/service Singing Christian Songs Reading the Bible Prayer meetings/bible studies Mission work Youth camp/fellowship

4. Texting Family members Friends Family friends Text mates

5. Time Management Activities Planning ahead Scheduling future activities Evaluating oneself Putting on the alarm clock

6. Eating Rice and viand Pastries, bread and cookies Pasta/noodles Junk foods Balut and barbeque

65

Very often Fairly often Fairly often 2.69 Fairly often Sometimes

49 Table 12. Continued. Frequency (n = 66)

Percent

Mean Rating

66

100

2.57

Fairly often

Classical Pop Jazz Christian music

66 62 63 5

100 93.9 95.5 7.6

2.74 2.63 2.44 2.00

Fairly often Fairly often Sometimes Sometimes

8. Hobbies/Leisure Activities

66

100

2.56

Fairly often

65 65 64 60 66 66 54 2

98.5 98.5 97.0 90.9 100 100 81.8 3.0

3.02 2.72 2.59 2.57 2.48 2.42 2.07 2.00

Fairly often Fairly often Fairly often Fairly often Sometimes Sometimes Sometimes Sometimes

65

98.5

2.37

Sometimes

65 64 49 2

98.5 97.0 74.2 3.0

2.80 2.31 2.00 1.50

Fairly often Sometimes Sometimes Sometimes

10. Massage

57

86.4

2.26

Sometimes

11. Scanning/browsing product catalogue

64

97.0

2.26

Sometimes

2 64 63 1

3.0 97.0 63 95.5 1.5

2.50 2.31 95.5 2.22 2.00

Fairly often Sometimes 2.29 Sometimes Sometimes Sometimes

64

97.0

2.25

Sometimes

64 55 52 48 35 42 32 7 6

97.0 83.3 78.8 72.7 53.0 63.6 48.5 10.6 9.1

3.20 2.22 2.08 1.92 1.77 1.76 1.69 1.43 1.17

Fairly Often Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Almost Never  Almost Never 

Activity

7. Listening to music

Cleaning the surroundings Cooking/baking Watering/tending plants Washing clothes Reading magazines Reading newspapers Reading pocket books Playing keyboard

9. Shopping Groceries Clothes Make up accessories Shoes and slippers

Sophie Avon   Natasha MSE Sara Lee

12. Exercise Stretching Jogging Bicycling Running Swimming Roller blading Walking Weight lifting Skating

Descriptive Rating

50 Table 12. Continued. Frequency (n = 66)

Percent

Mean Rating

64

97.0

2.25

Sometimes

64 55 52 48 35 42 32 7 6

97.0 83.3 78.8 72.7 53.0 63.6 48.5 10.6 9.1

3.20 2.22 2.08 1.92 1.77 1.76 1.69 1.43 1.17

Fairly Often Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Almost Never  Almost Never 

13. Ballroom Dancing

48

72.7

2.25

Sometimes

Waltz Boogie Cha-cha Disco

44 26 34 26

66.7 39.4 51.5 39.4

2.52 2.04 1.97 1.73

Fairly often Sometimes Sometimes Sometimes

14. Meditation

54

81.8

2.19

Sometimes

54 48

81.8 72.7

2.28 2.13

Sometimes Sometimes

64 47

97.0 71.2

2.14 2.07

Sometimes Sometimes

41 13

62.1 19.7

2.15 1.85

Sometimes Sometimes

63

95.5

2.06

Sometimes

61 61 43 3

92.4 92.4 65.2 4.5

2.15 2.13 1.86 1.67

Sometimes Sometimes Sometimes Sometimes

18. Attending gatherings

66

100

2.01

Sometimes

Birthday party Excursion /picnics Reunions Wedding Anniversary party

65 62 58 61 53

98.5 93.9 87.9 92.4 80.3

2.17 2.10 2.02 1.97 1.91

Sometimes Sometimes Sometimes Sometimes Sometimes

Activity

12. Exercise Stretching Jogging Bicycling Running Swimming Roller blading Walking Weight lifting Skating

Mindful Meditation Transcendental Meditation

15. Nap/sleeping 16. Sex Sexual intercourse Masturbation

17. Mental Activities Playing board games Solving puzzles Playing Rubik’s cube Problem solving

Descriptive Rating

51 Table 12. Continued. Frequency (n = 66)

Percent

Mean Rating

19. Taking over-the-counter drugs

52

78.8

1.98

Sometimes

Anti-cough/cold Pain reliever Vitamin/mineral/food supplement Antibiotic Antihistamine Antihypertensive   Not specified

6 25

9.1 37.9

2.50 2.16

Fairly often Sometimes

13

19.7

2.15

Sometimes

2 1 5

3.0 1.5 7.6

2.00 2.00 1.80 25.8

63 49

95.5 74.2

1.97 1.81

Sometimes Sometimes

29 39 37 29 14 10 11 5 1

43.9 59.1 56.1 43.9 21.2 15.2 16.7 7.6 1.5

2.07 2.00 2.00 1.90 1.79 1.60 1.45 1.00 1.00

Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Almost Never  Almost Never  Almost Never 

39

59.1

1.80

Sometimes

21 28 26 16

31.8 42.4 39.4 24.2

1.86 1.82 1.69 1.56

Sometimes Sometimes Sometimes Sometimes

5

7.6

1.75

Sometimes

4 1

6.1 1.5

1.75 1.00

Sometimes Almost never 

26

39.4

1.66

Sometimes

Activity

20. Window shopping/malling 21. Engaging in sports Table Tennis Badminton Volleyball Basketball Softball Lawn Tennis Football Golf Boxing

22. Going to internet Surfing Chatting Playing on-line games Blogging

23. Smoking Cigarettes Tobacco

24. Drinking alcoholic beverages Brandy Beer Rum Whisky Gin Legend: 1.00 – 1.49 =Almost never  1.50 – 2.49 = Sometimes 2.50 – 3.49 = Fairly often 3.50 – 4.00 = Very often

17

Descriptive Rating

Sometimes Sometimes Sometimes 1.59 Sometimes

16 24.2 1.81 Sometimes 24 36.4 1.75 Sometimes 11 16.7 1.64 Sometimes 11 16.7 1.64 Sometimes 11 16.7 1.45 Almost never   Note: Respondents had multiple responses

CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary This study entitled “Stress Management of Public Secondary Teachers in Selected High Schools of Aborlan” was conducted to 1) find out the level of perceived stress of the respondents; determine the sources of stress as perceived by the respondents; 2) identify if  there is relationship between the sources of stress and the level of perceived stress among the respondents; 3) determine the activities that the respondents engage in to manage stress; and 4) find out if there is relationship between the level of stress, and sources of  stress and certain demographic characteristics and job-related factors of the respondents and attitudes towards teaching of the respondents. Data were gathered through survey questionnaires. The study was conducted at selected secondary schools of Aborlan, Palawan in Dec ember 2008. A total of 66 secondary teachers were randomly selected as the respondents of the study. After the questionnaires were collected, data were tabulated, and analyzed using frequencies, percentages, means, and Cramer and Spearman Rank Correlation Coefficient. Result showed that most of the respondents were married females. They had been in the service for mean of 10.3 years and more than half of them were Secondary School Teacher I. Their mean teaching load was 23.3 hours per week and had mean of 41 students  per class. The perceived sources of stress such as work, family, personal, and environment were considered only slightly part of the respondents’ lives. The level of perceived stress of the respondents was found to be moderate.

53 Of the activities considered in this study, two were very often done by the respondents to manage stress and these were talking with family member and praying. Meanwhile, eight of the 24 activities considered in the study were found to be fairly often done by the respondents to handle their stress and these were: talking with family and others, watching television programs, engaging in spiritual or religious activities, texting, doing time management activities, eating, listening to music, and engaging in hobbies/leisure activities. The rest of the activities were sometimes done by the respondents to relieve them of stress and these were: shopping, massage, scanning/   browsing product catalogue, exercise, ballroom dancing, meditation, nap/sleeping, sex, mental activities, attending, gatherings, taking over the counter drugs, engaging sports, window shopping/malling, going to internet, smoking, and drinking beverages. Based on Cramer and Spearman Rank Order Correlation coefficients, work,  personal and environment related sources of stress have significant relationship to the level of perceived stress of the respondents. Age, gender, civil status, number of years in teaching, academic rank, and teaching load, number of students and attitude towards teaching have no significant relationship with level of perceived stress. As to the relationship of demographic characteristics, job-related factors, and attitude towards teaching, to the sources of perceived stress, civil status was found to be significantly related to family related sources of stress. Married teachers could experience high level of stress when it comes to family matters. Numbers of years in teaching and academic rank were significantly related to environment related sources of stress. New teachers with lower academic rank experience stress related to distant work assignment and

54 unfavorable weather conditions. Other demographic characteristic, job related factors, and attitude towards teaching had no significant relationship with the sources of stress of the respondents.

Conclusions The secondary teachers in selected schools of Aborlan experience tolerable level of  stress when it comes to work, personal, and environment related issues. The secondary teachers of Aborlan enjoy the teaching profession. Younger and newly hired teachers consider teaching more stressful than older  teachers do. Prayer and talking with family members can eliminate stress.

Recommendations Based on the results of the study, the following recommendations were made: 1. The secondary teachers can engage in activities such as praying and talking with family members to cope with their stress 2. The school administrators should come up with program of activities to lessen the stress of teachers. 3. For future researcher, similar studies be conducted among public secondary teachers in other districts. A similar study can be conducted in the public elementary teachers in Palawan.

BIBLIOGRAPHY Books Atkinson, Rita L. et al. 1996. Hilgard’s Introduction to Psychology. Harcourth Brace & Company. Matirez, Rodil Concepcion et al. 2000. Management of Human Behavior in Organization, nd 2 edition. National Bookstore. th

Daft, Richard L. 2003. Management, 6 edition. Thompson Learning Asia: Singapore Feldman, Robert S. 1989. Adjustment – Applying Psychology in a Complex World. Mc Graw-Hill Inc. th

Feldren, Robert S. International Edition. 2005. Understanding Psychology, 7 edition. Mc Graw-Hill. Morgan, Clifford T. et al. 1986. Introduction to Psychology Mc Graw-Hill Brok  Companies Inc. nd

Myers, David G. 1989. Psychology, 2 edition. Worth Publishers, Inc. th

 Newstrom, John A. 2007. Organization Behavior – Human Behavior at Work, 12 edition. International Edition, Mc Graw-Hill Education.

Theses/Dissertations Gamozo, Mary Jane D. 2008. Stress Management of Faculty Members of Western Philippines University. Unpublished Masteral Thesis, Western Philippines University, Aborlan, Palawan. Goh, Erlinda S. 2003. Job Related Stress and Altruistic Attitudes of Middle and First Level Administrators of the Higher Educational Institution of the City of Puerto Princesa. Unpublished Doctoral Thesis, Holy Trinity College, Puerto Princesa City, Palawan. Santiago, Cecilia S. 2005. Teaching Commitment of the Faculty Members of the Western Philippines University. Unpublished Masteral Thesis, Western Philippines University, Aborlan, Palawan.

56

Encyclopedia Compton’s Encyclopedia. 1996. Comptons Learning Company, A Tribune New Medri/Education Company. Volume 22, pages 670-671.

Websites BROWN, ZOE ANN and UEHARA, DENISE L. 2003. Coping with Teacher Stress: A  Research Synthesis for Pacific Educators Available at http://www.prel.org/products/Products/Coping-teacherStress.htm FENTON, JUDI. 2008. Managing Stress through Teacher Talk Groups Available at http://www.teachersnetwork.org/NTNY/nychelp/mentorship/stress.htm KOWALSKI, CHARLES (Tokai University). Caring for Teachers in Uncaring Schools Available at http://www.sadashivan.com/thequotstressquot/index.html KUMAR, JANICE. 2008. Stress: Causes and Possible Solutions Available at http://www.prel.org/products/Products/Coping-teacherStress.htm MEDICAL ENCYCLOPEDIA. 2008. Stress Management  Available at http://www.nlm.nih.gov/medlineplus/ency/article/001942.htm   NATIONAL INSTITUTE FOR OCCUPATIONAL SAFETY AND HEALTH (NIOSH). 2007. Stress … At Work  Available at www.cdc.gov/niosh/pdfs/stress.pdf  OHIO STATE UNIVERSITY EXTENSION. 2005. Training Module: Stress Management  Available at ohioline.osu.edu/atts/PDF-English/Stress-Mgmt.pdf  SCOTT, ELIZABETH, M.S. 2006. What Types of Lifestyle Stress Put You Most At Risk for   Burnout? Available at http://stress.about.com/od/burnout/a/life_stress.htm SCOTT, ELIZABETH M.S. 2007. Music and Your Body: How Music Affects Us and Why Music Theraphy Promotes Health Available at http://stress.about.com/od/tensiontamers/a/music_therapy.htm SCOTT, ELIZABETH M.S. 2007. Sex and Stress: The Benefits of Sex, and How to Keep Things Hot When Stress Available at http://stress.about.com/od/generaltechniques/a/sexandstress.htm SCOTT, ELIZABETH, M.S. 2007. Top 10 Stress Relievers: The Best Ways to Feel Better  Available at http://stress.about.com/od/generaltechniques/tp/toptensionacts.htm

57 SCOTT, ELIZABETH M.S. 2008. Benefits of Meditation for Stress Management  Available at http://stress.about.com/od/tensiontamers/p/profilemeditati.htm SCOTT, ELIZABETH M.S. 2008. Exercise and Stress Relief: Using Exercise as a Stress Management Tool. Available at http://stress.about.com/od/programsandpractices/a/exercise.htm SCOTT, ELIZABETH M.S. 2008. Stress in Women, How Women’s Stress Differs; How Women can Relieve Stress Available at http://stress.about.com/od/relationships/a/women_stress.htm

APPENDICES

59

Appendix A. Survey Questionnaire I.

Demographic Characteristics  Name (optional): ___________________________________________________  Gender: _____ Male

_____ Female

Age: _______  Civil Status: _____ Married   _____ Single

_____ Separated _____ Widow/Widower 

Job-related Factors  Number of years in teaching: _____________________  Highest Educational Attainment:  _____ Diploma Course  _____ BS/AB  _____ BS/AB with MA/MS Units  _____ MS/MA  _____ MS/MA with PhD Units  _____ PhD  _____ others (please specify) Academic Rank (please specify): ___________________  Average number of teaching hours per week: ____________________  Average number of students per class: ___________________ 

60

II.

Teachers Attitudes towards Teaching

The following is a list of teachers’ attitudes towards teaching. You have to read each statement carefully and decide how you feel about it. Then indicate your attitudes by  putting check on the space provided that corresponds to it.

SD D A SA

– – – –

Strongly Disagree Disagree Agree Strongly Agree SD

1. I love teaching as my vocation. 2. I enjoy teaching. 3. I never have self realization in teaching. 4. I never dreamed of being a teacher. 5. I am proud to be a teacher. 6. I never regret that I have chosen teaching as my  profession. 7. I am dissatisfied being a teacher. 8. If I will have other opportunity, I will resign from teaching. 9. I regret being a teacher  10. Teaching is an easy job. 11. Teaching is boring. 12. Teaching gives me fulfillment. 13. I am ashamed to be a teacher. 14. I find teaching stressful. 15. I never feel blessed in teaching 16. I want to teach till I reach my retireable age. 17. Teaching is the best profession. 18. Teaching is a demanding and taxing job. 19. I do not enjoy working with students 20. I am satisfied being a teacher. 21. Given the choice, I will leave teaching for another   job. 22. I always enjoy working with students.

D

A

SA

61

III.

Perceived Stress Scale (PSS)

The questions below ask you about your feelings and thoughts during the last month. In each case, please indicate how often you felt or thought a certain way by putting a check on the appropriate column. Questions 1. How often have you been upset   because of something that happened unexpectedly? 2. How often have you felt that you were unable to control the important things in your life? 3. How often have you felt nervous and stressed? 4. How often have you felt not confident about your ability to handle your personal problem? 5. How often have you felt that things were not going your  way? 6. How often have you found that you could not cope with all the things that you had to do? 7. How often have you not been able to control irritations in your life? 8. How often have you felt that you were not on top of things? 9. How often have you been angered because of things that happened that were outside of  your control? 10. How often have you felt difficulties were piling up so high that you could not overcome them?

Never 

Almost  Never 

Sometimes

Fairly often

Very often

62

IV.

Inventory of Recent Life Experiences (IRLE)

The following is a list of experiences which you may consider as sources of stress. Please indicate for each experience how much it has been a part of your life over the past month. Please put a check on the appropriate column.

Experiences

Work – related Sources of Stress 1. Conflict with co-teachers 2. Lot of work responsibilities 3. Dissatisfaction with the learning styles/abilities of the students 4. Heavy demands from the supervisor  5. Dissatisfaction with the teaching materials  provided by the school 6. Handling subjects more than the  prescribed maximum number of hours 7. Dissatisfaction with the class schedule 8. Disliking fellow teacher(s) 9. Interruptions in the work  10. Lot of examinations or paper works to check  11. Handling subjects which are not in line with specialization 12. Dissatisfaction with the attitudes of the students 13. Change in responsibilities at work  14. Lack of textbooks or references 15. Handling big classes 16. Rendering service beyond official time 17. Preparing lesson plan 18. Preparing rushed documents 19. Conflict with supervisor  20. Conflict with principal 21. Unexpected assignment/designation 22. Not receiving the salary on time 23. Meeting deadlines 24. Holding classes in poorly ventilated classrooms 25. Working in an over-crowded office

 Not at all part of my life

Only slightly  part of  my life

Very Distinctly much  part of   part of  my life my life

63

Experiences

Work – related Sources of Stress (cont.) 26. Checking/editing student laboratory report/journals 27. Preparing instructional materials 28. Heavy demands on classroom structuring 29. Preparing for the school evaluation/school visitation 30. Preparing for a contest 31. Coaching an athletic team 32. Coaching a student contestant (s) 33. Handling problems students 34. Handling very poor students Family – related Sources of Stress 35. Conflict with spouse 36. Financial conflicts within the family 37. Making important decisions about the family 38. Conflict with spouse’s family 39. Behavior of a family member  40. Housekeeping standards 41. Insufficient couple time 42. Spousal relationship 43. Distance of work station from the family Personal – related Sources of Stress 44. Too many things to do at once 45. Not enough leisure time 46. Financial burdens 47. Not enough time to sleep 48. Poor health including allergies 49. Time management worries 50. Important decisions about future career for  upgrading teaching competence Environment – related Sources of Stress 51. Neighbors 52. Difficulties with transportation 53. Weather conditions

 Not at all part of my life

Only slightly  part of  my life

Very Distinctly much  part of   part of  my life my life

64

V.

Relaxation Inventory (RI)

The following is a list of activities that you may use to relax, unwind, or cope with stress while working. Please indicate how often you engage in each of the following activities over the past month. Put a check on the appropriate column. Activities 1. Exercise

2. Engaging in sports

Description Includes, aerobic activities such as running, stretching, weight lifting, skating,  jogging,  bicycling, walking, roller   blading, swimming, etc. Includes ball games and indoor games such as  basketball, volleyball, softball, golf, football, tennis,  badminton, etc.

3. Meditation Refers to spending a quiet moment with oneself, channeling thought of  love, serenity, focus and optimism that can reduce inner  stress.

Specific Details Running Stretching Weight lifting Skating Jogging Bicycling Walking Roller blading Swimming others (pls. specify)

Basketball Volleyball Softball Football Lawn tennis Table tennis Badminton Golf  others (pls. specify)

Transcendental Meditation (repeating a mantra silently for a period of time) Mindful Meditation (consciously focusing on the  present moment) others (pls. specify)

 Never 

Almost  Never 

Sometimes

Fairly Very often often

65

Activities

Description

4. Mental

Refers to activities imagery or  creative visualization. Visualizing relaxing images, colors or scenarios in the imagination. 5. Spiritual Refers to or  reading Religions uplifting Activities literature, attending church,  praying, singing Christian songs, reading bible, etc.

Specific Details Solving puzzles Playing board games Playing Rubik’s cube

others (pls. specify)

Reading bible Singing Christian songs Attending church/religious service Attending  prayer  meetings/bible studies Praying Going on a mission work  others (pls. specify)

6. Talking with family, friends or other  supportive  people

Communicating with others so that you feel listened to and supported in what you say and how you feel.

Talking with family members Talking with friends Talking with family friends Talking with neighbors others (pls. specify)

Never 

Almost  Never 

Sometimes

Fairly Very often often

66

Activities 7. Hobbies or  Leisure Activities

Description Refers to doing things you truly love to do or  doing things you find highly enjoyable.

Specific Details Watering/ lending plants Cleaning the surroundings Reading newspapers Reading magazines Reading  pocketbooks Washing clothes Cooking/  baking others (pls. specify)

8. Time Management Activities

9. Drinking alcoholic  beverages

Refers to  planning ahead, scheduling future activities, taking time to evaluate effectiveness or  control over your  life.

Planning ahead Scheduling future activities Evaluating oneself 

Drinking alcoholic  beverages to make you feel  better and relaxed.

Drinking Beer  Drinking Gin Drinking Brandy Drinking Rum Drinking Whiskey

others (pls. specify)

others (pls. specify)

10. Smoking

Trying to make yourself  feel better by smoking.

Cigarettes Tobacco others (pls. specify)

 Never 

Almost  Never 

Sometimes

Fairly Very often often

67

Activities 11. Eating

Description Eating food to  just help you cope with  pressures and stresses.

Specific Details Eating junk  foods Eating rice and viand Eating  pastries,  bread, cookies, etc. Eating pasta (noodles) others (pls. specify)

12. Shopping Buying anything just to help you feel better.

Buying groceries Buying clothes Buying make-up accessories others (pls. specify)

13. Watching Watching Watching television different news  programs, Watching entertainments, entertainment news.  programs etc. Watching “teledramas”/ “telenovelas” others (pls. specify)

14. Listening to music

Listening to music like classical, pop, or jazz music

Listening to classical music Listening to  pop music Listening to  jazz music others (pls. specify)

 Never 

Almost  Never 

Sometimes

Fairly Very often often

68

Activities

Description

15. Texting

Testing with friends, text mates or  relatives.

Specific Details Texting with family members Texting with friends Testing with family friends others (pls. specify)

16. Going to Internet

Going to internet to chat and play computer  games.

Chatting Blogging Surfing Playing online games others (pls. specify)

17. Attending gatherings

Refers to going out and spending time with friends away from stressful environment.

Birthday Party Anniversary Party Wedding Party Reunions Excursions/ Picnic others (pls. specify)

18. Ballroom Dancing

Relaxing yourself  through dancing

Cha-cha Boogie Walk  Disco others (pls. specify)

19. Taking over-thecounter  drugs

Taking  prescription drugs to help you feel  better, reduce  pain, reduce discomfort, or  calm you down.

Pls. specify the medicine that you are taking.

 Never 

Almost  Never 

Sometimes

Fairly Very often often

69

Activities 20. Massage

21.  Naps/ Sleeping

22. Sex

23. Window shopping / Mailing

24. Scanning/  browsing  product catalogue

Description

Specific Details

 Never 

Almost  Never 

Using the hands Pls. specify (yours or someone the portions else) to rub, stroke, of your   press, or touch  body that  portions of the undergo  body for  massage. therapeutic/ relating purposes. Taking nap or  Pls. specify sleep during the the no. of  day. minutes or  hours that you devote for sleeping. Using sexual Sexual intercourse or  intercourse masturbation as a Masturbation way to relax and unwind. Going to department stores or any store just to roam around. Scanning/browsing Scanning/  product catalogues  browsing such as Avon Avon catalogue, Natasha catalogue Catalogue, etc. Scanning/  browsing  Natasha catalogue Scanning/  browsing MSE  catalogue others (pls. specify)

THANK YOU VERY MUCH!

Sometimes

Fairly Very often often

70

Appendix B. Letter of Request to the Schools Division Superintendent Republic of the Philippines

WESTERN PHILIPPINES UNIVERSITY Aborlan, Palawan

December 2, 2008

TERESITA P. MARCIAL Assistant Schools Division Superintendent Officer in Charge Division of Palawan Madam: Warm Greetings! The undersigned is a master in Educational Management of Western Philippines University undertaking her thesis entitled “STRESS MANAGEMENT OF PUBLIC

SECONDARY ABORLAN”.

TEACHERS

IN

SELECTED

SECONDARY

SCHOOLS

OF

In this connection, the undersigned would like to request your permission to administer  the questionnaire to the public secondary teachers in selected secondary schools in Aborlan District. Your kind consideration and approval on the request will be highly appreciated. Thank you very much and more power! Truly yours,

(Sgd.) ELIZA S. ANIETE Researcher   NOTED BY:

(Sgd.) JULIE HOPE TIMOTEA P. EVINA Thesis Adviser 

APPROVED:

(Sgd.) TERESITA P. MARCIAL Assistant Schools Division Superintendent Officer in Charge